BULLETIN OF THE WISCONSIN 
STATE BOARD OF INDUSTRIAL EDUCATION 



No. 10 



OUTLINES OF LESSONS 



INSTITUTE OF TEACHERS 

Wisconsin Public Industrial, Commercial, 
Continuation and Evening Schools 

SECOND EDITION 
HELD IN MILWAUKEE. SEPTEMBER, 1914 



MADISON 

Publithed by the Board 

1914 





Glass LBl^^a.. 

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NOV l<^ 1914 4 

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BULLETIN OF THE WISCONSIN, 
STATE BOARD OF INDUSTRIAL EDUCATION 

No. 10 — rf/^~ 



OUTLINES OF LESSONS 



INSTITUTE OF TEACHERS 

Wisconsin Public Industrial, Commercial, 
Continuation and Evening Schools 

SECOND EDITION 

HELD IN MILWAUKEE, SEPTEMBER, 1914 



MADISON 

Published by the Board 

1914 



\P 






Wisconsin State Board of Industrial 
Education 



H. E. Miles, President . ' 

Eacine , " 

Louis E. Eebee, Secretary 

Madison 
C. P. Gary, Madison 

State Superintendent of Public Instruction 
Donna Dines, Milwaukee 
A. S. Lindemann, Milwaukee 
Mebt Malone, Oshkosh ■ 

William M. Miller, Eau Claire 
r. E. Turneaure, Madison 
E. E. Winch, Marshfield 



Warren E. Hicks 

Assistant for Industrial Education 






PROGRAM 

INDUSTRIAL INSTITUTE AND CONFERENCE. 



WEDNESDAY A. M., SEPTEMBER 2, 1914. 

Registration. 
General Session, 9 o'clock. 



Topic 1. . 

"ENGLISH FOR APPRENTICES." 

T. J. Jones, "West Allis, Chairman, 

Fred W. Hein, South MilW^aukee, 
Page 20. E. A. Berkley, Sheboygan. 



Address — 9:45 o'clock. 
Frank J. Manchette, 
President Industrial Board, 
Page 19. Milwaukee. 



Round Table. 

Division A. 



Topic 2. 

"ENGLISH FOR PERMIT BOYS." 

10:35 o'clock. 

Gordon B. Smith, Milwaukee, Chairman, 

O'Letta Erhart, Fond du Lac 
Page 37. Jennie McDonald, Racine. 



Topic 3. 

"ENGLISH FOR PERMIT GIRLS." 

11:10 o'clock. 

Mrs. E. Tollefson, Manitowoc, Chairman, 

Cora J. Zinkgraf, Milwaukee, 
Page 43. W. J. Hamilton, Two Rivers. 



Outlines of Lessons 

Round Table. 

Division B. 



Topic 4. 
"ENGLISH FOR FOREIGNERS". 

10:35 o'clock. 
II. B. Murrhy, Kenosha, Chairman, 

W. K. Weissbordt, Milwaukee, 
Page 56. H. F. Leverenz, Sheboygan. 



Topic 8. 
"APPLICATIONS FOR CITIZENSHIP". 
11:10 o'clock. 
Paul B. Clemens, Superior, Chairman, 

Thos. R. Moyle, Menomonie, 
Page 124. A. W. Burton, Green Bay. 



WEDNESDAY P. M., SEPTEMBER 2, 1914. 
General Session, 2 o'clock. 



Topic 6. 
"CITIZENSHIP FOR PERMIT BOYS." 

L. P. Whitcomb, Oshkosh, Chairman, 

E. E. Gunn, Jr., Green Bay, 
Page 87. J. E. Roberts, Fond du Lac. 



Address — 2:45 o'clock. 

W. M. Leisserson, 
Assistant Director of U. S. Commission on Industrial Relations. 
Pago 112. 



Roiincl Table. 

Division A. 



Topic 5. 
"CITIZENSHIP FOR APPRENTICES." 
3:35 o'clock, 
G. F. Zarwell, Beloit, Chairman, 

Jesse P. Cory, Cudahy, 
Page 79, W. B. Maddock, Superior. 



Institute op Teachers 5 

Topic 7. 
"CITIZENSHIP FOR PERMIT GIRLS". 
4:10 o'clock. 
Mrs. R. McDonald, Madison, Chairman, 

Florence O'Neil, Green Bay, 
Page 114. Mary D. Bradford, Kenosha. 



Round Table. 

Division B. 



Topic 9. 
"HYGIENE FOR APPRENTICES." 
3:35 o'clock. 
Wm. B. Bolles, South Milwaukee, Chairman, 

Ray Anderson, West Allis, 
Page 13G. Edward Berg, Appleton. 



Topic 10. 
"HYGIENE FOR PERMIT BOYS." 
4:10 o'clock. 
W. F. Weisend, Manitowoc, Chairman, 

Roy J. Carver, Marshfield, 
Page 150. L. R. Creutz, Beaver Dam. 



Evening Round Tables. 

6 to 8 o'clock. 
Division A. 



Topic 12. 
"GASOLINE ENGINE PRACTICE". 

A. W. Siemers, Madison, Chairman, 

Edward Elliott, Oshkosh, 
Page 172. H. C. Buell, Janesville. 



Division B. 



Topic 11. 
"HYGIENE FOR PERMIT GIRLS". 

Edith Scott, Oshkosh, Chairman, 

Margaret Nelson, Beaver Dam, 
Page 161. Carrie E. Morgan, Appleton. 



Outlines of Lessons 



THURSDAY A. 3.I., SEPTEMBER 3, 1914. 
General Session, 9 o'clock. 



Topic 13. 

"SAFETY FOR APPRENTICES." 

P.enjamin Frey, Milwaukee, Cliairman, 

W. W. Dixon, Eau Claire, 
Page 182. L. P. Benezet, La Crosse. 



Address — 9:45 o'clock. 

Edwin G. Cooley, 
Educational Advisor. 
Page 210. Chicago. 



Round Table. 

Division A. 



Topic 14. 

"SAFETY FOR PERMIT BOYS." 

10:35 o'clock. 

R. W. Tarbell, Milwaukee, Cliairman, 

Leonard R. Evans, Sheboygan, 
Page 221. John Callahan, Menasha. 

Topic 17. 

"SHOP DRAWING FOR APPRENTICES." 

11:10 o'clock. 

Newton Van Dalsen, Neenali, Chairman, 

R. W. Hargrave, Menasha, 
Page 279. Samuel D. Hendershott, Fond du Lac. 



Round Table. 

Division B. 



Institute of Teachers 7 

Topic 15. 
"SAFETY FOR PERMIT GIRLS." 
10:35 o'clock. 
Laura E. Halm, Kenosha, Chairman, 

Ellen I. Cavanaugh, Menasha, 
Page 230. P. J. Zlmmers, Manitowoc. 

Topic 16. 

"DRESSMAKING FOR EVENING CLASSES." 

11:10 o'clock. 

Elizabeth Hood, Racine, Chairman, 

Edith H. Connor, Sheboygan, 
Page 273. R. B. Dudgeon, Madison. 



THURSDAY P. 31., SEPTEMBER 3, 1914. 

General Session, 2 o'clock. 



Topic 18. 

"MECHANICAL DRAWING FOR PERMIT PUPILS." 

L. W. George, Milwaukee, Chairman. 

L. C. Dewey, Manitowoc, 
Page 283. D. E. Scull, Kenosha. 



Address— 2:45 o'clock. 

(Illustrated.) 

"CONTINUATION SCHOOLS OF GERMANY." 

Wm. F. Faulkes, 
Page 287. Appleton. 



Round Table. 

Division A. 



Topic 19. 

"SEWING FOR PERMIT GIRLS." 

3:35 o'clock. 

Harriet B. Goessling, Fond du Lac, Chairman, 
Martha Gaustad, Eau Claire, 
Page 293. Hazel M. Heyer, South Milwaukee. 



8 DutLiMeS Oip Lessons 

Topic 20. 

"COOKING FOR EVENING CLASSES." 

4:10 o'clock. 

Harriet Russel, Oshkosh, Chairman, 

Eula Dewey, Superior, 
Page 302. Nellie Johnson, Racine. 



Round Table. 

Division B. 



Topic 21. 

"SHOP MATHEMATICS FOR APPRENTICES." 

3:35 o'clock. 

L. H. Wood, Beloit, Chairman, 

LeRoy Schaffer, Wausau, 
Page 328. Levi Crocker. Milwaukee. 

Topic 22. 
"APPLIED MATHEMATICS FOR PERMIT BOYS." 
4:10 o'clock. 
A. H. Graham, Racine, Chairman, 

Herbert C. Snyder, Stevens Point, 
Page 332. S. B. Tobey, Wausau. 

Evening Round Tables. 

6 to 8 o'clock. 



Division A. 



Topic 26. 
"SHOP CONSTRUCTION — ALL DAY PUPILS." 
W. L. easier, Superior, Chairman, 

C. C. Hayward, Stevens. Point, 
Page 381. George Rietow, Sheboygan. 

Division B. 



Topic 27. 
"GIRLS ALL DAY INDUSTRIAL WORK." 

Mabel Burke, Appleton, Chairman, 

Ruth Fluekiger, Beloit, 
Page 391. Elizabeth Fratt, Racine. 



Institute of Teachers 

FRIDAY A. M., SEPTEMBER 4, 1914. 
General Session, 9 o'clock. 



Topic 25. 
"COOKING FOR PERMIT GIRLS." 
Teresa Gardner, Milwaukee, Chairman, 

Hanna T. Brunstad, Wausau, 
Page 355. Jessie L. Wright, Sheboygan. 



Address — 9:45 o'clock. 
E. H. Downey, Deputy, 
Industrial Commission of Wisconsin, 
Page 368. Madison 



Round Table. 
Division A, 



Topic 24. 
"BOOKKEEPING FOR EVENING CLASSES." 
10:35 o'clock. 
R. H. Butler, La Crosse, Chairman, 

E. L. Hayward, Grand Rapids, 
Page 350. G. H. Landgraf, Marinette. 

Topic 28. 

"SHORTHAND FOR EVENING CLASSES." 

11:10 o'clock. 

G. W. Curtis, Janesville, Chairman, 

Lydia V. Johnson, Fond du Lac, 
Page 398. . C. W. Schwede, Grand Rapids. 



Round Table. 

Division B. 



Topic 23. 
"BUSINESS PRACTICE FOR PERMIT GIRLS." 
10:35 o'clock. 
Lydia Broadbent, Neenah, Chairman, 

Hattie Mordell, Chippewa Falls, 
Page 339, Geytrude L. Brandt, La Crosse. 



10 Outlines of Lessons 

Topic 29. 
"LIBRARY READING FOR PERMIT PUPILS." 
11:10 o'clock. 
Mrs. M. E. Trux, Milwaukee, Chairman, 

O. S. Rice, Madison, 
Page 404. W. H. Schulz, Eau Claire. 



FRIDAY P. M., SEPTEMBER 4, 1911. 
General Session, 2 o'clock. 



Topic 30. 

"PRACTICAL ART FOR PERMIT PUPILS." 

Adalene Benjamin, Milwaukee, Chairman, 

Grace K. Wright, Two Rivers, 
Page 414. Mrs. H. H. Coplan, Janesville. 



Address — 2:45 o'clock. 

L. D. Harvey, 
President Stout Institute, 
Page . 420. Menomonie. 



Round Table. 

Division A. 



Topic 31. 

"MECHANICAL DRAWING FOR EVENING CLASSES." 

3:35 o'clock. 

J. E. Fults, Marinette, Chairman, 

O. O. Wheeler, Chippewa Falls, 
Page 422. L. A. Wirich, Beloit. 

Topic 36. 

"SHOP PROJECTS FOR PERMIT PUPILS." 

4:10 o'clock. 

C. F. Hill, Janesville, Chairman, 

George H. Bishop, Milwaukee. 
Page 463. Thos. G. Sutherland, La Crosse. 



Institute of Teachers . 11 

Round Table. 

Division B. 



Topic 32. 

"TYPEWRITING FOR EVENING CLASSES." 

3:35 o'clock. 

Lula M. Westenhaver, Madison, Chairman, 

Mabel Easterbrook, Menasha, 
Page 430. C W. Otto, Marshfield. 

Topic 33. 

"PRINTING & ADVERTISING — GENERAL COURSE." 

4:10 o'clock. 

Melville E. Trux, Milwaukee, Chairman, 
F. E. Converse, Beloit, 
Page 440. Burton E. Nelson, Racine 



Evening Round Tables. 

6 to 8 o'clock. 
Division A. 



Topic 35. 

"COMMERCIAL ACTIVITIES — ALL DAY." 

C. W. Ferguson, Mihvaukee, Chairman, 

Katherine Gallagher, Fond du Lac, 
Page 456. C. J. Brewer, Chippewa Falls. 



Division B. 



Topic 34. 

"RETAIL SELLING — GENERAL COURSE." 

Annie Englert, Milwaukee, Chairman, 

E. M. Beeman, Neenah, 
Page 450. M. N. Mclver, Oshkosh. 



12 Outlines of Lessons 



ANNOUNCEMENTS. 

The Institute is held under the auspices of the State Superintend- 
ent and the State Board of Industrial Education. The committee 
of the Board is C. P. Gary, chairman, Dean P. E. Turneaure, Dean 
Louis E. Reber. 

It is expected that all teachers employed in the Continuation, In- 
dustrial, Commercial and Evening Schools will attend. A cordial 
invitation is extended to all members of boards of education, em- 
ployers, labor representatives and citizens to attend. 

Each of the thirty-six committees has prepared an outline of 
twenty-four suggestive lessons on the topic assigned to it. Each 
outline is being printed and ready for distribution at the Institute. 

Each chairman will preside over the section indicated on the 
schedule and will open the discussion of the topic assigned. The 
other members will join in the discussion. A general exchange of 
opinion will follow. The aim is to do constructive work by getting 
the views of persons who have had successful experience as instruct- 
ors. 

The outlines and proceedings of the Institute will be published 
in Bulletin No. 10. Each speaker is, therefore, urged to reduce the 
salient points of his reinarks to writing. 

Every effort will be made to make the second annual institute a 
profitable and an enjoyable event. 

WARREN E. HICKS, 
Assistant for Industrial Education. 

Madison, Wis., July 1, 1914. 

HOTELS. 

riankington House — European, $1.50 to $4-50 per day. 

Hotel Pfister — European, Single room without bath, per day, $2.00 

and up. Double room without bath, per day, $3.00 and up. 
Hotel Wisconsin — European, Single room without bath, per day^ 

$1.00 and up. Double room, without bath, per day, $2.50 and 

up. 
Republican House — European plan, without bath, $1.00 and up. 
Hotel Aberdeen — European — Single room without bath, per day, 

$1.00 and $2.00. 
Hotel Gilpatrik- — European, Two persons in room, without bath, 

$2.00. 
Hotel Maryland — Single room without bath, per day, $1.00 and up. 
Randolph Hotel — European, Rooms per day, $1.00 and up. 
Hotel Charlotte — European, Rooms per day, $1.00 and up. 



Institute of Teachers 13 

Hotel Davidson — European, Single room without bath, per day, 

$1.00 and $1.50. Double room without bath, per day, $1.50 

and $2.00. 
Hotel Blatz — European, Single rooms without bath, per day, $1.00 

and $1.50. 
St. Charles Hotel — European, Rooms per day, $1.00 and up. 
Hotel Martin — European, Rooms, running water for one and two 

persons per day, $1.00 and $1.50, 



14 Outlines of Lessons 



SAYINGS OF SAMUEL CHAPMAN ARMSTRONG, 

Founder of Hampton Institute. 



Real life makes real men. 



The attempt to cast all minds in one mould is useless. 



The educated man usually overestimates himself because his intel- 
lect has grown faster than his experience in life. 



Education is a means to an end. The end should determine the 
means. The neglect of this is the rock on which thousands are 
wrecked. 



A boy or girl, who does not expect to be a mechanic, Is all the better 
for knowing how to handle common tools — to mend a school bench, 
make a blackboard or a set of shelves. But we feel that the student 
who can take a regular apprenticeship, or a partial one even, gets most 
out of the school; and most of its bone and sinew comes up through 
the shops, with from one to two years in the night school, ending with 
the day classes and working two days in the week. 



What, then, is the superior advantage of apprenticeship over tech- 
nical instruction? First and chiefly it is that element of reality which 
gives force and meaning to life; the interest in work, the habits of 
carefulness, accuracy, thoroughness, that come from this element; the 
strength born of purpose and responsibility, of being put in touch 
with business tests and business standards. 



Profit (financial) from our industrial operations is incidental, not 
essential. Only getting back cost of material and of student's labor 
is essential. But a dollar earned is better than a dollar given. Man 
making is first, money making is second. But the skill and the drill 
that make money may be good for men. 



Institute op Teachers 15 

Instruction must be considered as much as production. The shop is 
for the iDoy, not the boy for the shop. 



The idea of self-help can be carried out only by productive indus- 
tries. Honestly giving value for value, labor becomes a stepping stone, 
a ladder, to education, to all higher things, to success, manhood, and 
character. 



Schools are not for brain alone but for the whole man. The teach- 
ers should be not mere pedagogues but citizens. 



The personal force of the teacher is the main thing. Outfit and 
apparatus about which so much fuss is made, are secondary. 



Exceptional talent should have exceptional scope, but, as in nature, 
the broadest cultivatio'n is on the plain or tableland. Genius doesn't 
need as much attention as mediocrity. The average is the right base 
for educational operations. 



These people are constantly victimized through their ignorance of 
business, methods, and are usually careless and inefficient in such mat- 
ters. Every student ought to know how to inake out a bill or a prom- 
issory note and how to give a proper receipt, and should be familiar 
with the ways of buying and selling land. 



There is no better work than putting the bottom of the ladder where 
the man is, so that he can, by his own effort, climb to the top. 



Restless energy is a weakness; balanced activity is the thing. 



It remains to make the best of things. Those who are hopeless 
disarm themselves and may as well go to the rear; men and women 
of faith, optimists, to the front. 



Mere optimism is stupid; sanctified common sense is the force 
that wins. Work for God and man is full of detail ; it needs organiza- 
tion, and that requires subordination, sometimes painful holding of 
the tongue; gabble and gossip, even that of the pious, is one of the 
most fatal devices of the Evil One; the friction and fuss in God's army 
does much to defeat it. Working together is as important as work- 
ing at all. 



16 Outlines of Lessoi^s 



INDUSTRIAL EDUCATION. — John R. Commons. 
Book Review by W. W. Dixon, Eau Claire. 

Seini-skilled Army. 

Men and boys stand and wait for jobs to turn up. This is 
the commodity tliat our state is now turning out. Barely one in 
five can hold a job. The semi-skilled makes a vast army. 
Large wages to begin with beats boys out of trades; it spoils 
them. But soon the semi-automatic machine job grows mo- 
notonous to them. It involves no thought. They quit; they 
hunt another job; they wander from job to job and they may 
wander and wander for years, but they will not become skilled 
or efficient. It is a continuous, unorganized strike. 

No Intelligence Needed. 

The employer raves; he says these young men are lazy and 
vicious. The machines are almost self helpful; they require al- 
most no intelligence to tend them. The employer does not want 
intelligence in his machine tenders — only in his foremen. He 
cares nothing about the intelligence of the machine tender. An 
employer must have at least one in five of his employes who is 
intelligent, but factories do not produce intelligence. 

The Need Then and Now. 

Then where is he to get his supervising and directing intelli- 
gence? The old apprenticeship system is gone. The old ap- 
prentice learned all parts of his trade, and was a skilled work- 
man. He learned by imitation. He was not necessarily intelli- 
gent. 

The Need Today. 

The apprentice of today must learn to operate all machines 
in the shop; he must understand them; and he must understand 
the forces of nature that he is charged with directing. This 
means that he must think over again and understand the prin- 
ciples embodied in the workshop of today. He must be in- 
structed in shop mathematics, mechanical drawing, such sciences 
as relate to machinery and raw material, and also to social and 
economic life. This line of activity develops intelligence. The 
economic problems that would be of immediate interest to him 
would be shop management, book-keeping, cost keeping, effi- 
ciency, labor problems, social conditions in industry, and so on. 



Institute op Teacher^ 17 

Result. 

While pursuing these studies, he is thinking out the elements 
of government, political economy, sociology, and even psychol- 
ogy. These studies open up to him the line of promotion to 
foreman, superintendent and manager. 

Shops turn out manual dexterity. Intelligence is produced 
only by education, and education is obtained only in schools. 

Shop Schools. 

Some very large shops have their own schools. But only very 
large shops can have them, and they keep education down to 
very narrow limits. The shop apprenticeship school does not 
meet the need of today. It develops the intelligence of only a 
few. It leaves untouched the great mass of the common labor- 
ing people. 

The Laborers' School. 

The common school does not instruct the common people as 
such in their own needs, but it does instruct them towards the 
learned professions, which they do not need. The laborers' 
school has never yet been worked out. The many engineering 
and agricultural colleges now in the country do not make labor 
intelligent. 

Manual Training. 

The manual training schools start from the professions. 
They belong to liberal education. Manual training is not in- 
dustrial education. Manual training has very little place in the 
grades. The grades stop where industry begins. 

The Arts and Crafts idea of education reaches but a few peo- 
ple, therefore its inadequacy. 

Monotony. 

This is a day of specialization. This separates out the artis- 
tic work for a few and leaves the thousands with only the man- 
ual and monotonous work. 

The Great Neglect. 

Teachers have been specialized in the learned, scientific and 
artistic professions. This limits their instruction to the benefit 
of the few whose work is to be intellectual or artistic, and neg- 
lects the thousands who must earn their living by manual work. 

The school master's industrial school is manual training. 

Cooperation. 

The employer's school is a trade school. His idea of indus- 
trial education is the training of trades people. Both are wrong 
in very great part. 

Every Boy and Girl should have the intellectual and artistic 
training. 

The school master and the employer should cooperate. 

2— B. I. E. 



18 Outlines op Lessons 

The Teacher. 

A continuation sclaool teacher should have a good liberal edu- 
cation, a good practical education; should know the needs of the 
laboring classes by breeding and experience; should have a deep 
and lasting sympathy with them in their needs; should know 
economics and sociology; and should have a safe judgment and 
untiring energy and enthusiasm in industrial education. 

The Teacher. 

The continuation school does not need manual training 
teachers, domestic science teachers, nor trade school teachers. 
Neither does it need teachers who know only the training need- 
ed in the public schools, that is, normal graduates. The teacher 
who is needed is one who can teach the practical and the theory 
and science which modern apprenticeship requires. Soon young 
people from fourteen to twenty-one will be required to attend 
a continuation school. Then, and not before, will our land be 
rid of that' mass of the semi-skilled which one sees every where 
today. (1913). 

The Object. 

The object of industrial education is to teach the essentials 
which leads to promotion in any industry. The boys are not 
y^et ready to learn a trade. The need shop arithmetic, book- 
keeping, shop organization, business correspondence, hygiene, 
safety devices, and so on. 

The girls should have instruction in housekeeping, cooking, 
sewing, millinery, and business essentials. 

Why Needed. 

Industrial education is necessary to effect the monotony and 
specialization of modern industry, and to prevent dependency. 

Specialization. 

Monotony and specialization terminate in mental degradation, 
irregular work, underpaid work, or pauperism for the grown up 
working men of the state. Boys should get lower wages, and 
learn a trade. 

Not till that is the case will the amount of dependency that 
modern industry produces be reduced. High wages for boys to 
run semi-automatic machines is a bait which prevents them from 
learning a trade, and is the beginning of a life of inefficiency 
which will end in dependency or pauperism. 



Institute of Teachers 19 



Frank J. Manchette, President Industrial Board, Milwauliee. 

Ladies and Gentlemen: — 

It is a great pleasure for me to welcome the members of the Second 
Annual Institute of Continuation School Teachers to this city. 

It has been my privilege to obsei've the growth of the continuation 
school movement in Milwaukee, and though I have not had opportunity 
to become personally acquainted with the work in other cities of Wis- 
consin, I am so firmly impressed with the necessity for the service these 
schools are rendering that I feel we are all to be congratulated who are 
connected with them, either in the capacity of school officials or teach- 
ers. Once the thousands of young people, physically immature and un- 
prepared either in physical strength or by education to battle for a 
living are massed before us, scepticism vanishes and the plain needs of 
these young workers become a strong argument for the institution we 
represent. 

On the other hand, as one observes the industrial unrest and the 
civic need for mental grasp to properly discharge the responsibilities of 
citizenship, the needs of industry and of the state point just as cer- 
tainly to the necessity of the work the continuation schools should do. 
Indications multiply that the work of the continuation school has come 
to stay. The door of opportunity must not be shut upon the man who 
is obliged to work at any task. Not only must the door of opportunity 
not be shut, but it must not be allowed to close. It is eminently proper 
that the community should, as has been said, offer to its workers of all 
ages opportunity for further schooling in an institution so varied in the 
branches taught and so flexible in its organization, that all people who 
may wish to do so, working in whatever position, can find opportunity 
during such leisure time, be it night or day, as is at their command, 
to get the education that will help them to do their work better, to rise 
to more responsible positions and acquire the ability to live more use- 
fully or satisfactorily to themselves and others. 

These, I take it to be the broad purposes of the institution we are es- 
tablishing. You people assembled here are charged with working out 
the practical program — you must do the constructive work. Your pres- 
ence here and your enthusiasm show that you feel your responsibility. 

Wisconsin has fortunately passed beyond the stage in which most of 
our sister states find themselves. We are no longer debating whether 
schools shall be established. We are no longer debating the advisability 
of compulsory attendance or local option in the matter of establishing 
the schools. We are at work. Our law provides scope and the means 
to execute the work. It is out of such meetings as this one, where 
after a year's work, such men and women as we have gathered here 
bring the common sense of all to bear on their mutual problems that 
the inspiration will come which will in time build up a splendid and 
serviceable institution of which we may all be increasingly proud. 

Again I welcome you to our city and trust that your absorption in the 
great problems you have befor you may not prevent your enjoying the 
attractions of our city. 



20 Outlines of Lessons 



1. Apprentice. 



ENGLISH FOR APPRENTICES. 



First twenty-four lessons. 



T. J. JONES. 



Committee. 



T. J. Jones, Chairman, West Allis, 

Fred W. Hein, South Milwaukee, 

Milford G. Fox, Sheboygan. 



Madison, Wisconsin, Sept. 1, 1914. 



ENGLISH FOR APPRENTICES. 

Mr. Hicks requested me to prepare a series of eiglit or ten les- 
sons in English for apprentices, to complete a course or series of 
twenty-four lessons. The first part of this was ably prepared and 
arranged by Mr. Frey of the Milwaukee Continuation School, and 
presented to the Conference and Institute held at Madison, Sep- 
tember 15, 16, and 17, 1913 and published as a part of the pro- 
ceedings of that meeting in Bulletin Number Eight of the Wiscon- 
sin State Board of Industrial Education. The lessons then pre- 
pared are, undoubtedly, familiar to those who have been engaged 
in the work of teaching apprentices the past year, or who have 
been engaged in organizing Continuation Schools providing instruc- 
tion for this class of students. It seems best to put these succeed- 
ing lessons in the form of a discussion or exposition of the prob- 
lem which this subject presents and of what should be attempted 
in the effort to teach English to apprentices. The word lesson is 
misleading. It is somewhat of a misnomer here. It cannot be 
taken to mean the amount to be accomplished in a, recitation pe- 



Institute of Teachers 21 

riod. A recitation period is not a fixed quantity in the present or- 
ganization of our Continuation Sctiools. Neither are the charac- 
ters of the apprentices nor their abilities uniform in their power 
to accomplish a given amount in a given time. Some are foreign- 
ers with a poor command of the English language. Some have had 
good training in the schools. They differ in age and in maturity 
when they become indentured. They also represent a variety of 
trades and interests. The discussion accompanying the first les- 
son states: "Those who are familiar with apprentice instruction 
will know that the beginning of the course must be elementary 
enough to meet the needs of the sixth grader and sometimes even 
the foreigner while the latter part of the course must be of value 
to the occasional apprentice with a high school education." 
The first ten lessons are: 

Lesson I, Use of Capital Letters. 

Lesson II, Simple Sentences. 

Lesson III, Punctuation. 

Lesson IV, Sentence Building and Punctuation Continued. 

Lesson V, Spelling and Use of Commonly Misspelled Words. 

Lesson VI, Paragraphing. 

Lesson VII, Paragraphing. 

Lesson VIII, Letter Writing. 

Lesson IX, Letter Writing. 

Lesson X, Shop Forms, Business Forms and Expression. 

Another quotation is, "In view of the fact that the above ten 
lessons must necessarily be made very elementary, more advanced 
work along the above lines can be taken up in the last six lessons 
to good advantage." I take it that the foregoing lessons are 
meant to be taken in the order presented; that the order of the 
lessons as well as the subject matter will bear repetition, only 
that each repetition must present something new and impart ad- 
ditional knowledge and skill in the use of English. The repetition 
must be progressive in character. The first sixteen lessons sug- 
gest for composition such topics as these: 

Civic questions. 

Lectures. 

Shop Trips. 

Description of machines, or the arrangement of machine tools. 

Recommendations for repairs if students were foremen or 
inspectors. 

The lessons would aim to give to the student a better knowledge 
of shop conditions as well as familiarizing him with the principles 
of English. Other things emphasized are: English for appren- 
tices or shop hoys must be different from English given to high 
school boys. In other words teach the apprentices shop English. 
Make use of the other subjects in teaching English. When pos- 
sible form classes or give class instruction, but in the main all ap- 



22 Outlines of Lessons 

prentice instruction has a tendency to become individual instruc- 
tion instead of class instruction. In this manner an effort has been 
made to present faithfully what has been outlined and what has 
possibly been given to some extent to apprentices in the subject of 
English in our Continuation Schools the pa&t year if the outline in 
Bulletin Number. Eight constituted the course of study. This is 
possibly the most logical approach to my discussion of the subject. 
Who are taught? Apprentices in the various trades who are 
minors, ranging in ages from sixteen to twenty-one. It will be 
conceded that this is a very important period in the development 
of the character of these individuals and this should be taken cog- 
nizance of in the forming of courses, especially a course in Eng- 
lish. What are the educational attainments of these apprentices? 
In what grades were they when they withdrew from the schools? 
We are told that some of them have come to this country so re- 
cently that they have but a very scant knowledge of the English 
language. That is, speak and write very Imperfectly in our tongue. 
Some of these apprentices come from the sixth grade, others come 
from the seventh grade and others from the eighth grade. Still 
others come from the first year, or the second year, or the third 
year, or the fourth year of the high schools. There is evidently 
a wide range of grading. Is it wise, to attempt a series of lessons 
under these conditions? Though these boys may be foreigners, or 
though they may come from the grades, they have usually the ad- 
vantage of maturity when they decide upon a trade. Taking these 
things into consideration, I shall not attempt to organize a certain 
number of lessons, lesson sixteen to lesson twenty-four, but rather 
suggest what is to be taught and how to get at it in this subject ac- 
cording to the varying conditions of localities. With such limita- 
tions the instructor can best judge the order of procedure. The 
first twenty-four lessons to a young foreigner who has been in this 
country only one or two years should be different from the first 
twenty-four lessons to the average American boy who has gone 
through the grades up to the sixth grade. Many of the boys have 
been out of school several years before they settle down to appren- 
ticeship. They have gained much from their experience. Then, 
too, it makes a difference as to the number of apprentices in a 
school, the time that the instructor has at his disposal. These are 
some of the rea&ons why it was thought best to deviate from the 
attempt to arrange a series of lessons. The subject matter used as 
a means of giving training in English must vary largely with the 
groups and with the localities. Let us see how the apprentices 
classified in scholarship and in trades at the close of the last school 
year. It is to be presumed that a classification at the beginning 
of this school year based on scholarship and on trades would re- 
veal similar proportions. 



Institute of Teachers 



23 



CLASSIFICATION ON SCHOLARSHIP OR EDUCATIONAL STATUS OF THE 

APPRENTICE AS WE FIND HIM. 
Classification of apprentices according to scholarship in seven of the ten cities hav- 
ing apprentices, practically all the apprentices reported by the cities, last spring. 





<v 

s 


< 


6 

d 

5 
fa 


o 

pa 


.2 

a 

3 

en 


6 

"5 

i 

o 


o 

O 


>3 

pa 

01 
0) 

6 


P 

6 

03 


a 

d 

o 

s 


O 

^1 


G 

a; 
o 


a 

o 


Finished in higii school 

Reached the 4th year 

Reached the 3rd year 

Reached the 2nd year 

Reached the 1st year 

How many are in 8th grade. 
How many are in 7th grade. 
How many are in 6th grade. 


3 

7 

15 
14 
102 
46 
27 
17 
7 

1 


3 
1 

1 

2 

5 

18 

2 

2 

1 







2 

4 
1 








1 

2 

7 

10 
4 










6 
2 
2 










2 
4 
5 
6 












1 














6 
9 

16 
22 
128 
83 
35 
19 
8 

1 


1+1 

2+ 

4+- 

6+ 
39+ J 
25+) 
10+ ^ 

5+ 

2+ 

1+ 


















55.115 
































36.28 


















How man.v ai-e foreigners 
below a 6th grade pupil in 






















289 
56 

289 


35 


7 


24 


10 


11 


1 


*8 


*7 


*1 


397 






Pharmacists and printers 
not included or classified. 

Total 




1 





























*Not included. 



Green Bay, La Crosse and Sheboygan did not report. These 
three cities according to a letter from tlie supervisor of apprentice- 
ship in connection with tlae industrial commission had apprentices 
as follows: Green Bay 8, La Crosse 7, and Sheboygan 1 — total 16. 
If we add the 327 apprentices classified to the fifty from Milwau- 
kee not classified and to the 16 not classified from the cities re- 
ferred to we will get a total of 3 93 apprenticed in the continuation 
schools of Wisconsin last spring. This is 95 less thdn the number 
reported as indentured apprentices by the Industrial commission 
to me. My classification of the relative scholarship of these ap- 
prentices in the state is correct. It shows that the apprentices be- 
long to a class of young men who possess a higher and better train- 
ing than the average boy who leaves the public school to go to 
work. This statement has been corroborated by a large number 
of employers and shop superintendents. Ofer 55 per cent of them 
are capable of doing high school English. Over 3 5 per cent of 
them are capable of doing grammar school English. Only 9 ap- 



24 



Outlines of Lessons 



prentices in the state are reported to be below the 6th grade and 
only one foreigner with more inferior knowledge of English than 
a 6th grade pupil. What does this mean? It means that these 
boys are capable of doing substantial work in the subject of Eng- 
lish. It means that they have been pretty thoroughly grounded 
in the essentials of this branch. It means that they have been re- 
ceiving training in English by men and women with normal school 
and university training. Many of them specialists in English. And 
if we are to give them English work in our continuation schools it 
must be given by teachers of equal academic training. The blind 
cannot lead the blind. We must have teachers who can analyze the 
subject and who can analyze the situation and give to these young 
men jobs in English as real and as vital as the job in the shop. 
Give them something to do that will require intelligence and effort 
— a task as important and as appealing as the work given him by 
his employer. One other thing is shown by the classification, that 
is, that it should be comparatively easy to place the apprentices 
into workable groups, for class instruction in English. The ability 
of the apprentice together with the nature of his trade will neces- 
sarily require more or less individual assignment and instruction. 
However, in the main class instruction is possible. 

ANOTHER CLASSIFICATION OK THE APPRENTICES IN THE STATE AC- 
CORDING TO TRADES DISCLOSES THE FOLLOWING NUMBERS REPRE- 
SENTED IN THE VARIOUS TRADES. 



Trades. 


? 

"5 

u 

111 

61 
11 

6 
22 
16 
38 
24 

1 


.22 
< 

en 
0) 
> 

10 
7 

11 
6 


r- U 

fa 

7 


o 


.2 

0) 

a 
en 




o 

6 


m 
a 


9 
p 

O 
(7) 


03 

be 

O 


13 
o 

160 
90 
22 
12 
22 
16 
38 
24 
1 

393 


^ a 


Machinists 


6 
19 


10 


7 
4 


1 


(8) 


(1) 


45 












fi 


Electricians 


















3 


Masons & brick. 


















6 


Printers 




















4 


Pharmacists. . . . 




















9 


Salesmen 




















fi 


Boiler-makers . 


































Appi 


oximately. 




100 



A classification of the apprentices into trades will give the fol- 
lowing approximate estimates. Machinists 45 per cent; Pattern- 
makers 22 per cent; Moulders 6 per cent; Electricians 3 per cent; 
Masons and Bricklayers 6 per cent; Printers 4 per cent; Pharnia- 



Institute op Teachers 25 

cists 9 per cent; Salesmen 6 per cent. With tlie exception of Mil- 
waukee practically all the other apprentices at present are included 
under Machinists, Patternmakers, Moulders, and Electricians. 
These trades are so closely allied that the apprentices might with- - 
out objection be grouped for instruction into classes with advan- 
tage. In Milwaukee Mr. Cooley I believe, groups primarily ac- 
cording to trades for class instruction, having a specialist in charge 
of the apprentices of the trades largely represented. I suppose he 
then classifies his trade groups as best he can according to scholar- 
ship. The classifications prove that it would be difficult if not im- 
possible to prepare a series of practical lessons in English for ap- 
prentices grouped into the various trades. English that would be 
suited to pharmacists would not be suited to machinists or pattern- 
makers except in the main. There must be a difference in detail 
of required work. Likewi&e there must be a difference in detail of 
English for the salesman, for the printer, for the mason, and the 
bricklayer. 

We must ahswer one other question. What is the purpose of the 
continuation school, or more precisely, what is the purpose of the 
law requiring employers to send their apprentices who are minors 
to school for five hours a week at full pay? As we understand it, 
it is two fold: To prepare a class of workers and tradesmen to 
be better citizens — this justifies the state in its expenditure of pub- 
lic funds; and to produce more capable workmen — this justifies the 
state in asking the employer to give to the employee a half day a 
week to attend school without loss of pay. How are the five hours 
per week at school to accomplish this and what part has the sub- 
ject of English to play in the transformation? It must be brought 
about through the wise and intelligent co-operation and work of 
the instructor and the employer and the apprentice. The aca- 
demic subjects, the most important of which is English are assist- 
ing agencies in the process. Through such subjects the apprentice 
acquires certain knowledge that will reveal to him more clearly his 
duty, to himself, to his employer and to the state. It will reveal 
to him certain facts essential to his welfare and the welfare of his 
fellows, the welfare of the community and of the commonwealth. 
Such subjects as citizenship and hygiene and safety devices are 
quite clearly intended for this purpose. The study of Mechanical 
drawing or shop drawing will evidently aid the apprentice who in- 
tends to gain his living in the machine shop or in the drafting room 
or in the building trades in attaining greater efficiency. Chapter 
347 of the Laws of 1911 provide for two groups of studies to be 
given apprentices, (a) "Two hours a week instruction in English, 
in citizenship, business, practice, physiology, hygiene, and the use 
of the safety devices. (b) Such other branches as may be approved 
by the State Board of Industrial Education. 

I take it that the framers of this bill clearly intended that the 
first group of studies — while indirectly affecting the efficiency of 



26 Outlines of Lessons 

the workers that they were intended primarily to aid in fostering 
greater intelligence, in developing broader citizenship, in enriching 
the life and in expanding the mental vision of men and of affairs. 
Sane and balanced judgments depend upon knowledge. Here then 
is an opportunity to give to the apprentice his true relation to his 
employer and to society. The first group represents the human- 
ities or humanitarian side of the continuation school; the other 
group is to present subjects which will be of more direct utilitarian 
value. General efficiency depends upon training, character, ability 
and intelligence. This analysis of the status of the apprentice, of 
the trades he represents., of the purpose of the law in providing 
instruction to him should reveal to us the aim that we should have 
in mind in planning instruction in the various subjects required 
by the law. English clearly belongs to the first group. While it 
has an indirect utilitarian value to all the groups of apprentices it 
may have a direct utilitarian value also as in the work of the sales- 
men and printers. 

The important function of English for apprentices is to increase 
the power of observation and expression to enrich the life and to 
develop character and intelligence. This is the important aim that 
should be kept in mind in the presentation of this subject. 

What do we mean by English, in other words, what is. meant by 
English as a school subject? What does the term include? Spell- 
ing, penmanship, grammar, expression both oral and written, cor- 
respondence, oral or expressive reading and literature are all in- 
cluded and implied in this subject. To teach any one or two of 
these and that merely and call it teaching English is a mistake. 
How can all of these be taught to all the apprentices is the prob- 
lem? All the other academic subjects must be taught to some ex- 
tent by the aid of English. A part of English may then be very 
properly taught in the presentation of the other subjects. In this 
way, possibly more than an hour a week may be devoted to this 
subject. However, a definite period should be given English on 
the program. For the convenience of retention and of presenta- 
tion what is included or implied under English may be placed' into 
two parts: Part one, expression; part tioo, reading. Expression, 
especially written expression, should be the instrument by means 
of which penmanship, spelling, grammar, including capitalization, 
punctuation, sentence structure, paragraphing and grammatical 
construction, and letter writing are chiefly taught to apprentices. 
These must not constitute the main purpose in teaching expression. 
Expression must have a higher and different aim and these ends will 
be taught incidentally in demanding and insisting upon correct exr 
pression. We must not forget that we are discussing teaching 
English to a group of young men with considerable maturity, ninety 
per cent of whom are prepared to do upper grammar grade work 
or high school work. Part two of English includes oral reading, 
familiarizing the apprentice with trade literature, informational 
literature and books of literary value. 



Institute of Teachers 27 

We are told that we must teach "Shop English" to appren- 
tices. Those who use the term mean probably that our efforts 
should be confined to trade literature and that the themes for 
expression must be drawn from shop or trade experiences. If 
that is what we mean then English must differ with the group 
or trade to be taught. English suited for machinists will not be 
wholly suited for carpenters. English suited for masons and brick- 
layers will not be suited for printers and salesmen. Is the subject 
matter of this branch to be the mastery of a vocabulary used in 
the trades? If so shall those pursuing one trade learn the vocab- 
ulary of those pursuing other trades if a number of apprentices 
representing several trades are thrown together into a group in 
the same school? Is the time devoted to the subject of English 
to be used in studying the technical words or terminology found in 
citizenship, business practice, physiology and hygiene? Is English 
to be merely word study? To over emphasize the presentation of 
such matter is to acknowledge a lack of judgment, or lacTt of or- 
ganization of the subject, or it shows ignorance of what properly 
constitutes English. To attempt to teach English by a jumbled 
mixture of something from every branch in the curriculum on the 
plea of the economy of time and correlation is to acknowledge 
either a dread of effort or ignorance or both and often times an 
easy way to evade acknowledging incompetency and failure. The 
instructor must comprehend the legitimate realm of English, and 
with a clear vision of that, he must study his problem and devise 
the wisest solution. It is up to the instructor to give to each ap- 
prentice work in expression and in reading that will give him a con- 
sciousness of growth in English. 

The continuation school should provide the convenience and the 
necessary material to enable the student to do written work. There 
should be a supply of dictionaries for handy reference, grammars, 
good grammar grade and high school texts on composition, well 
chosen texts in English for foreigners or English for night schools. 
Some of the texts published by the Scranton School of Corre- 
spondence and the American School of Correspondence are good. 
These should be used as constant aids in improving the expression. 

Practice and exercise in oral and written expression are to be 
the means of acquiring more skill and perfection in the use of the 
language. "We learn to do by doing" is the common expression. 
However, this is only partially true or is capable of being grossly 
misinterpreted. We learn to do things right by doing them well. 
A quotation from the chapter, "The Struggle for an Education, in 
"Up from Slavery" by Booker T. Washington illustrates, this point. 
You remember where he describes working at the home of Gen. 
Lewis Ruffner. The general's wife was a Yankee woman from 
Vermont who had the reputation of being very strict with her ser- 
vants, especially with the boys who tried to serve her. Mr. Wash- 
ington states, "I soon began to learn that first of all, she wanted 



28 Outlines of Lessons 

everything kept clean about her, that she wanted things done 
promptly and systematically, and that at the bottom of everything 
she wanted absolute honesty and frankness. Nothing must be 
sloven or slipshod; every floor, every fence, must be kept in repair. 
I here repeat what I have said more than once before, that the les- 
sons that I learned in the home of Mrs. Ruffner were as valuable 
to me as any education I have ever gotten anywhere since. Even 
to this day I never see bits of paper scattered around a house or 
in the street that I do not want to pick them up at once. I never 
see a filthy yard that I do not want to clean it, a paling off a fence 
that I do not want to put it on, an unpainted or unwhitewashed house 
that I do not want to paint or whitewash it, or a button off one's 
clothes, or a grease spot on them or on a floor that I do not want 
to call attention to it." You will agree with me that these appren- 
tices can do a great many things in English and many of them can 
do them very well too. They will do for us just what we expect 
of them just as they will for their employer. You accept a poorly 
written, poorly spelled, poorly prepared written exercise and that 
is the character of the work which you will receive. Written ex- 
ercises should be written in ink on a good grade of uniform paper. 
These exercises should be kept either by the teacher or by the pu- 
pil, possibly some by both, as tangible evidence of progress and of 
character of work. If you do not have time to correct the work it 
might as well be left undone by the pupil. Accept of your stu- 
dents only exercises reasonably well done. "The any-way-to-get- 
through" method in America is too prevalent in home, in school, in 
store and in shop. The written exercise should be under the di- 
rection and guidance of the teacher. It should undergo the most 
scrutinous observance and correction by the instructor. It should 
be criticized as carefully as the exercise in mechanical drawing or 
shop drawing. The use of its symbols should be observed as care- 
fully. Insist upon correction of faulty work and errors. If the 
penmanship has been carelessly done, have it rewritten. Rules 
governing punctuation and capitalization may be fixed in the mind 
when the student violates or neglects their proper use. The in- 
structor should insist if possible that similar mistakes should not 
be repeated in successive efforts. Some years ago, I discovered 
while teaching a geometry class of third year pupils in high school 
a young man about nineteen years of age and of good ability. He 
was one of the poorest spellers that I had known. He spelled 
whose, w-h-o-e-s- and quantity, quanity. All his written work gave 
evidence of such ridiculous, spelling, and carelessness. I deter- 
mined in. the beginning of the course that I would teach that boy 
how to spell and I know that there was marked improvement in 
his speling before the end of the year. From one of his first writ- 
ten tests I made a list of misspelled words that every pupil in the 
upper grades should know. I gave him a copy of the words and 
kept a copy of the list myself and requested him to learn how to 



Institute op Teachers 29 

spell them. His attention in succeeding lessons was called to these. 
However, he' had become careless through lack of definite require- 
ments. I recollect that at one time it was necessary for me to send 
him to consult the dictionary some four or five times before he ob- 
served the proper spelling of a word. Such insistance and persist- 
ance on my part led the young man to soon know and realize that 
I meant that his written work should put into use what he had 
gone over and over in his spelling, his grammar and his English. 
It required tact, determination and purpose on my part. I am 
satisfied however, that he learned more real English and acquired 
more skill in written expression through his efforts in that geom- 
etry class than he had in his English classes. What was done in 
this instance in spelling can be done in other work in English. 
Can the written exercise be improved by re-arrangement, by better- 
ing sentence structure, by observing the rules governing paragraph- 
ing? Is there an opportunity for the improvement of grammatical 
construction? These questions and analysis will lend themselves 
to written exercises no matter what may be the stage of scholar- 
ship of the apprentice. ■ In this way progressive English teaching 
including all that may be implied in that term can be done through 
compositions, essays and other written forms. Here is an oppor- 
tunity to relate his English, without sacrifice to class grouping or 
class instruction, to his work and to his life. A thousand appro- 
priate subjects may easily be thought such as descriptions of ma- 
chines and processes. Some time ago a prominent olRcial of a 
manufacturing plant told me that it is surprising to see the ignor- 
ance and the lack of ambition to know that exists among operators 
of machinery in our plants of the machines which these men work. 
An apprentice cannot write a good description of a machine or its 
processes without becoming a more intelligent and efficient worker, 
because it will make him think of what he is doing. Topics may 
be selected relating to experiences in deciding upon choice of work, 
suggestions of how to seek employment and how to keep a job af- 
ter getting it, description of visits of other plants or other parts 
of the same plant. A list of subjects similar to these may be made 
for choice of topics for exercises. 

My responsibility and my relation to my employer, 

My responsibility and my relation to my fellows, 

Why should workmen aid in the safety first movement? 

Which lathe do I like to operate best and why? 

Our Shop, 

Should I get an increase in pay, why? 

Workmen's compensation act, employers' views, 

Workmen's compensation act, employees' views, 

Mothers' pensions. 

Iron from ore to finished product, 

Lumber from forest to factory and to consumer. 



30 Outlines of Lessons 

The cement industry, 

Structural iron, 

How I learned to blue print. 

Essentials of a good drawing. 

Essentials to promotion. 

My success depends upon my employer's success, 

How can I aid my employer to succeed, 

Electric wiring, 

The linotype machine. 

Opportunities for the small job printer. 

Building material. 

Courtesy, an essential of successful salesmanship. 

My first sale, 

Require synopsis of lectures or talks. 

Require letters of recommendation. 

Require letters of introduction. 

Applications for jobs, 

Letters of correspondence between different apprentices in the 

same trades, but in continuation schools in different 

cities. 

The foregoing and siinilar topics for written work will give am- 
ple opportunity to train the students in the things already referred 
to as well as in styles of composition — description, narration, ex- 
position and even argumentation. 

Oral expression is much more extensively used than written ex- 
pression. Oral expression might frequently be employed as pre- 
liminary to written expression. An effort should be made to de- 
velop clearness of expression, to overcome common errors in speech, 
to secure distinctness of utterance, correctness of pronunciation 
and to develop the habit of using suitable words. Oral expression 
should be trimmed and clean cut to be most effective. Many of 
the topics suggested might serve as subjects for three minute talks 
by the students. They should be encouraged to express them- 
selves without being questioned and without suggestions. Extem- 
poraneous talks in order to be spontaneous and from the heart 
must be on questions' in which the apprentice is deeply interested. 
What difference does it make whether the subject pertains to the 
last achievements of the local ball team or to the last excitement 
in the shop. What is wanted is a subject that will draw out the 
speaker. I have seen some admirable work of this character done 
by lower class men in high schools. 

Written and oral expression afford constant tests in knowledge 
of grammar. Errors must be detected. The reference texts in 
gramar should frequently be consulted to furnish reasons for cor- 
rection. English grammar must be the guide and must furnish us 
the standards for the correct use of the English language. 



Institute of Teachers 31 

The second part of English according to my division is reading. 
Oral reading may be secured from many sources. The written ex- 
ercises should occasionally be read, other lessons should be read 
and discussed. Apprentices' contracts should be carefully read 
and analyzed. Shop notices and forms should be read orally and 
understood. One of the best sources for oral reading may be selec- 
tions or extracts from trade magazines. Magazines like the Scien- 
tific American and Popular Mechanics contain a wide range of 
technical subjects matter, often times, of much interest. I refer 
to such articles as. Seven Wonders of the Modern World which ap- 
peared in Popular Mechanics and Ten of the Greatest Inventions 
of Modern Times which appeared in Scientific American. These 
articles were written by scholars and eminent scientists. Such 
reading material not only furnishes means for oral reading but 
will stimulate the desire to read in more wholesome channels and 
broaden the mental horizon of the apprentice. 

Under reading is included another type of effort, reading for in- 
formation, reading for enjoyment and for appreciation, reading to 
acquire inspiration, and reading to awaken the conscience and 
other moral attributes; reading that will appeal to manly and wom- 
anly virtues and aid in bringing out the best qualities of heart and 
head. Is such reading profitable as a part of the English work in 
an apprentice course? I answer emphatically, yes. Intelligence 
and manly virtues are some of the essentials of efficiency. Em- 
ployers justly demand sobriety, honesty and reliability from their 
employees. No one can read a good book without being influenced 
by it. If the employer is to place an honest product on the market, 
he must have honest workmen. All of us have known of employ- 
ers whose businesses were injured or in some cases even ruined be- 
cause of dishonest workmen. I maintain that it is a legitimate 
function of English to develop character in the apprentice. All 
books recommended to apprentices should be either known to the 
instructor or selected from reliable lists prepared by competent per- 
sons, like the list prepared by our State Superintendent for high 
schools and the township libraries. The United States Bureau of 
Education in its 1913 Bulletin No. 3 5 contains an excellent list of 
books from which it will be safe and wise to choose. In case the 
Industrial Boards do not furnish them arrangement can be made 
with the local librarians (for at present our Continuation Schools 
are all in cities maintaining libraries) to get suitable books and 
bring them to the Continuation Schools for a month or six weeks. 
Besides the Library Boards in most cities will be glad to order the 
books needed if requested. The Industrial Board should provide 
a limited number of trade magazines and trade papers relating to 
the trades represented in the continuation school. There should 
also be a few well chosen authoritative books on the trades. A 
prohiinent manufacturer in our city who was requested by our In- 
dustrial Board to visit our Continuation School advised that, "Eng- 



32 Outlines of Lessons 

lish should be taught with special reference to the machines and 
the terms employed in the trade and should include a specific 
amount of reading of trade papers, descriptive catalogs, and en- 
gineering books. If the school succeeds in establishing the habit 
of reading this class of literature in one-fourth of its students, it 
will fully justify itself and be worth all that it costs." Many con- 
cerns publish valuable catalogs and descriptive pamphlets. A se- 
ries of valuable monographs are being published by eastern manu- 
facturers in co-operation with the Joint Committee on Physics of 
the National Education Association. Here is a sentence from the 
announcement of these booklets. "These Monographs are intended 
to convey to teachers the point of view of men of affairs as to the 
principles and facts worth teaching to high school students in each 
specialty." Some of these monographs are: 

Elementary Electrical Testing, 

Western Electrical Instrument Co., Newark, N. J. : 

Edison Storage Batteries, 

The Edison Storage Batteries Co., Orange, N. J. 
Hydraulic Machinery, 

Gould Pump Company, Seneca Falls, N. Y. 
Mechanics of the Sewing Machine, 

Singer Sewing Machine Co., Singer Bldg., N. Y. City. 

Such publications will aid in the "new movement to make edu- 
cation more practical." It will help Continuation School teachers 
to "know what technical men in the industries believe to be fund- 
amental." Incidentally I might state, that it would be profitable 
to print a list of such publications and also a list of industrial speci- 
mens none the less valuable because distributed gratis to schools. 
Books on the trades similar to these will appeal to the apprentice, 

Romance of Modern Engineering. 

Romance of Modern Manufacture. 

Romance of Modern Electricity. 

Romance of Modern Steam Locomotion. 

Romance of Modern Industry and Invention. 

Life Stories of Undistinguished Americans. ' 

Story of the Railroad. 

History of the Telephone. 

Young Polks Library of Vocations. 

Bulletins of Vocation Bureau of Boston. 

Careers of Danger and Daring. 

Hand Work in Wood. 

Artists way of working in the Various Handicrafts and. Arts 

of Design. 
The World's Commercial Products,,, 
The Story of Iron and Steel. 
Industrial Chemistry. 
The New Knowledge, et cetera. 



Institute of Teachers 33 

The li&t should by no means be confined to this class but should 
also contain some of the choicest books adapted and suited to the 
tastes of these apprentices, books to give culture and books to give 
moral and intellectual vigor. When these books are in the Con- 
tinuation School let the apprentices occasionally get fifteen or 
twenty minutes to browse among them and to whet their appetites. 
Every apprentice should be encouraged to read several of these 
books during the year, not in the Continuation School but outside 
of his school and outside of his working hours. In the Pitchburg 
Co-operative Industrial Schools, although many trades are repre- 
sented, five periods a week for four years of twenty weeks, each are 
given to English. "During the entire course each boy is required 
to read one book each week that he is engaged in shop work, and 
to report on it the following week. (I am now quoting from a 
bulletin of the Bureau of Education.) "The books read are from 
a selected list of fiction, including books by standard authors of 
the past century and of the present day." The teachers frequently 
read in the class room the histories of successful men and com- 
ment on them to the students. 

I do not believe that I have over-emphasized the range of Eng- 
lish work to be attempted and accomplished. I have tried to ex- 
press .my conviction that if this subject is properly organized in 
the Continuation Schools much if not all of what has been outlined 
can be done. I am opposed to the apprentice coming into the 
continuation school to loaf. He should be led to believe that he is 
a favored individual and to appreciate his enjoyemnt of a rare priv- 
ilege for which he is indebted to his employer, to the state and to 
the community. He is under a moral obligation at least, to these 
as well as to himself to do the best he can. The apprentice should 
be led to see that his task in English is an opportunity for improve- 
ment, an opportunity for growth, an opportunity for advancement. 
That his English has an utilitarian value to him just as real as. 
mathematics and drawing to the machinist. Arouse a pride in his 
accomplishments. It is surprising to see what some of these ap- 
prentices can do when the incentive is there and the desire is 
created. When operating his lathe the machinist must secure the 
finest adjustment. Exactness is demanded. Shall we not make 
similar demands in our schools? Bulletin No. 50, 1913, U. S. Bu- 
reau of Education gives this statement relative to the Fitchburg 
plan of industrial education which is just as applicable to the teach- 
ing of English to apprentices in Wisconsin. "A knowledge of good 
English is most important for by its use as a vehicle to convey his 
thoughts he gives expression to his aims, ideals, qualifications, etc, 
when conversing with others. By its use one procures a job, gives 
orders, and expresses his personality; and by reading one extends 
his knowledge of affairs and broadens his mental and aesthetic 
horizon." Workers must be taught to think and to understand 
their surroundings. The Continuation Schools of Wisconsin must 

3— B. I. .E, 



34 Outlines of Lessons 

not only aid in malting efficient apprentices and workmen of these 
young men but our efforts must be directed also to make men of 
our apprentices. One of the potent factors which lends itself most 
admirably to the accomplishment of this purpose is the subject oi 
English, 



ENGLISH FOR APPRENTICES. 

Analysis and review of the first sixteen lessons in English for 
apprentices. 

It is impracticable to organize the contents of this discussion into 
additional lessons in this subject. 

Classification on scholarship, or educational status of the appren- 
tice as we find him. 

Over 55 per cent of the apprentices in the cities reported are 

^ capable of doing high school English. 
Over 35 per cent of them are capable of doing grammar grade 

English. 
This means that these apprentices are capable of doing sub- 
stantial work in the subject of English. It means, too, 
that we must have teachers with thorough academic train- 
ing in the continuation school. 
Classification of the apprentices in the state according to trades. 
Machinists 45 per cent, 
Patternmakers 22 per cent, 
Moulders 6 per cent. 

Electricians 3 per cent, et cetera. ' 

What is the purpose of the law requiring employers to send 
their apprentices who are minors to school for five hours a week 
at full pay? 

To prepare a class of better workers and better citizens. 
These things must determine the subject matter as well as 
the method of teaching this branch to apprentices. 
What is included or implied under the subject of English? All 
English work for apprentices may be divided into two parts: Part 
one, expression; Part two, reading. 

What is meant by the term "Shop English?" Those who use the 
term mean probably that our efforts should be confined to trade 
literature and that the themes for expression must be drawn from 
shop or trade experiences. 

The term expression includes both oral and written expression. 
Written expression should be the instrument by means of which 
penmanship, spelling, grammar, including capHalization, punctua- 
tion, sentence structure, paragraphing, et cetera, are taught to ap- 
prentices. Oral expression will enable the instructor to detect ?ind 
correct the common errors of speech. 

I-iist of topics for written ^lad oral expression. 



Institute of Teachers 35 

The second division of English is reading. 

Oral reading enables the instructor to secure distinctness of 
utterance, correctness of pronunciation and enables him 
to train the apprentice to impart intelligently to others 
the thought of the written or printed page. 

Under reading is included another type of effort, reading for 
information, reading for enjoyment and for appreciation, 
et cetera. 

List of suitable books for reading. 

We should include under the term English all that is implied by 
that subject as a school subject. English for apprentices must not 
only give training in vi^ord study, rules for grammar, and develop 
skill in expression; but it must serve as a valuable aid in the de- 
velopment of character. It will serve as a potent factor in devel- 
oping the apprentices into men. 



APPRENTICE SCHOOL THEME WRITING. 

W. W. Dixon, Eau Claire. 

Write about something that was interesting to you at the time it took 
place. Just let it be any commonplace experience or event. Write it 
naturally. Write it just as you would talk it to a friend. Think it hap- 
pily, and say it clearly and interestingly with your pencil or pen. 

Of course there are certain conventional forms that this written con- 
versation is required to take on. For instance, it must have a name. 
The name is the title which should be written about one-eighth of the 
distance below the top of the page in the middle from side to side. The 
first paragraph should begin about the same distance below the title 
and about one-fourth of the distance from the left edge. The spelling 
should be good; sentences must be punctuated correctly; they should 
be correct, grammatical; the penmanship should be plain; each para- 
graph should be indented; capital letters should be used correctly. 

Form is of first importance until it is learned. The mechanics of ele- 
mentary composition are: 

Legible penmanship. 

Correct spelling. 

Simple punctuation. 

Capitals. 

Margin lines. 

Correct grammar. 

Abbreviations. 

Paragraphing. 

Heading of a letter. 

Closing of a letter. 

Addressing an envelope. 

Fplding 3, letter. 



36 Outlines of Lessons 

Write about your work — how you did it — what you made — difficul- 
ties you met with — what you learned, etc. 

We learn form by written practice in form. One thing at a time is a 
very good plan. Difficult subjects in cont^ent should not be attempted 
until form is practically mastered in its elementary parts. 

If a boy is using tools he may describe one, or tell how to sharpen or 
use it, or he may discuss some phase of his work. 

If a girl is cooking or sewing, let her discuss some phase of her work 
in like manner; but all the while, the written work must take on the 
conventional forms which are required by the "mechanics of letter 
writing." Only such parts of the work that are clearly understood 
should be discussed in written form. Attempt nothing that is hazy in 
the mind until it is made definite and clear. 

The teacher should show the pupil good models, and insist that the 
work be done with painstaking care as to details in form. Form must 
be insisted upon at first in composition just as it is in spelling. Con- 
tent is not important at all until form is fixed into a habit; then con- 
tent should receive the attention, but not till then. Form always, be- 
fore content in both composition and spelling until it becomes fixed more 
or less as a habit. 

To correct a composition, direct each pupil to read his theme silently, 
to see if he has said all he wants to say on that subject. See if each 
sentence has one central thought; whether there are any mistakes in 
spelling, punctuation, capitals, margin lines, indentations, title. 

The pupil is to consult texts and ask the teacher for help at any time, 
concerning the work. Correct all mistakes as they are found. Correct 
by erasures and interlineations. 

The teacher should always find something good in every theme, and 
mention it. Pupils should learn to avoid the errors they are constantly 
called on to correct. Unless in extreme cases,- it seems unnecessary to 
ask a pupil to rewrite a theme. Look for one error at a time. 

Some teachers do all the correcting themselves. This does not seem 
to be the best way. It seems best that the pupil develop the self-critical 
spirit under the teacher's guidance. The self critical spirit in the in- 
dividual is the great end in view after all. Without this, nothing of 
permanent value has been attained: with it, much. 

When a pupil expresses a judgment orally, one of his own, ask him to 
put it on paper at once. That is a theme of the best kind. 



Institute op Teachers 37 



2. Permit. 



ENGLISH FOR PERMIT BOYS. 



First twenty-four lessons. 



GORDON B. SMITH 



Committee. 



Gordon" B. Smith, CJiairnian, Rlilwaukee, 

O'Letta E'rhart, Fond dii Lac, 

Jennie McDonald, Racine. 



Madison, Wisconsin, Sept. 1, 1914. 



By Jane McDonald, Racine, Wis. 

The work in English in the Industrial Schools, I feel, should 
cover the following points. Increase the vocabulary, eradicate 
gross errors, improve spelling and penmanship and increase general 
information. Each lesson in English should cover one or several 
of the above points. To make the work vitally effective it must 
be based on the things in which the boys are interested. With 
these ideas as a basis for work I submit the following thirty-six 
lessons. 

Oral expression — -three lessons. 

a. Pupils tell what they are doing, where they are working, 

etc. 

b. What line of work they expect to follow. Reasons for 

choosing line of work. 

c. What they intend to do in order to realize their aims. 
Teacher should show the necessity of being able to use 

good English, 



38 Outlines of Lessons 

Formal spelling — four lessons. 

a. Spell names of twelve tools used in shop. 

b. Spell names of twelve occupations. 

c. Spell names of twelve important cities. 

d. Spell twelve words commonly misspelled. 

Rules in punctuation and letter writing^ — six lessons. 

a. Use of period, comma, capital letters and quotation marks. 

b. Paragraphs and margins. Types of paragraph. 

c. Form of letter. Different parts. 

d. Write letter subscribing for magazine. 

e. Write letter applying for position. 

f. Write brief letter to a friend describing something you are 

making in your school shop. 

Formal penmanship — four lessons. 

a. Correct movement. 

b. Formation of letters. 

c. Drill. 

d. Neatness and legibility. 

Industries of Racine — three lessons. 

a. Names and location of different shops. Use map con- 

stantly. 

b. Articles manufactured and out put of different shops. 

c. Where the different shop products are sent. Over what 

railroads and water ways they pass. 

Industries of United States — steel — three lessons. 

a. Composition of steel, Henry Bessemer. 

Bessemer method. Present method. 

b. Location of steel belts. Comparison of different mills. 
Why mills are located where they are. Rank as an in- 
dustry. 

c. Steel mills of Gary, Indiana. Illustrations, pictures and 
drawings. 

Lumbering — three lessons. 

a. Timber sections of United States. Specimens of different 

woods. 

b. Articles made from d^ifferent woods. 

c. Process of manufacture. Saw mills. 

Copper — three lessons. 

a. Location of copper mines. Uses of copper. 

b. Calumet Hecla Mine. 



Institute of Teachers 39 

Speeds — three lessons. 

a. Bicycle wheel. Measure with tape line circumference of 

wheel, diameter of wheel. Compare the two — find 
ratio. 

b. Wjith tape line show that the circumference of wheel equals 

distance covered in one revolution. Revolve wheel 
twice — three times and complte distance. 

c. Oral problems — find .speed of fourteen inch emery wheel, 

making 3 00 revolutions per minute. 

Belts and pulleys — three lessons. 

a. Use of belts and pulleys. Machines which have belts and 

pulleys. 

b. L|ine shaft — counter , shaft. Uses, pictures and drawings. 

Compare revolution of small and large pulleys in shop. 

c. Oral illustrative problems in belts and pulleys. 

Machines — three lessons. 

a. Types of machines. 

b. Levers — types of levers. 

c. Weight — weight arm — power — power arm — fulcrum — mo- 

moment. Oral problems. 



ENGLISH. 
Gordon B. Smith, Milwaukee. 

The general plan that is followed in working out the English prob- 
lem is this: The purpose we have in mind is to accomplish the fol- 
lowing ends in so far as it is possible: — to improve the child's enuncia- 
tion and pronunciation, to eradicate gross errors of speech, to increase 
his vocabulary, and (especially in written work), to improve his spell- 
ing, capitalization, punctuation and penmanship, and to bring him to 
the point where he will read over everything he has written before 
he leaves it. This last I have found to be very important. Many of 
our boys have learned to be fairly accurate in correcting their own 
work. This is invaluable, because the habit of self criticism, once hav- 
ing been properly formed, runs through all the affairs of life. The boy 
who reads a letter carefully before he mails it will not let it go until 
he has made it correct in so far as he knows how. 

In the ten brief outlines here given I shall attempt to show how we 
endeavor to do the English work in connection with lessons in other 
subjects of the curriculum. 



40 Outlines of Lessons 

Lesson 1. Hygiene and Sanitation. 

Preparing for the clay's work. Points brought out: 

1. When it is time to get up do so at once. 

2. Throw bed clothes over foot of bed in order to air bed and 

clothes. 

3. Dress partially. 

4. Go to the toilet and move your bowels. Have a regular time 

every day for this. (Move them again before you go to bed.) 

5. Wash your hands with warm water and good soap. 

6. Clean your finger nails. 

7. Wash your face, neck and ears with clean water. 

8. Clean your teeth. 

9. Comb your hair. 
10. Go to breakfast. 

The English work enters as follows: At first the teacher questions 
and, as pupils answer, the teacher makes mental (or sometimes writ- 
ten) notes of gross errors in English. The pupils are told to watch 
for errors. After this part of the lesson has been finished, corrections 
are made. The teacher then calls upon one pupil to appear before the 
class and give a summary in the form of a short talk. Errors are 
looked for here. I wish to state that the right spirit of criticism pre- 
vails and no hard feeling is shown when one pupil corrects another. 
Several pupils give summaries. Then written work is done. Pupils 
are required to look over their papers before they hand them in. 
Papers are returned to pupils and sometimes some of the best ones are 
copied on the board by the boys themselves at the next recitation. 

Words found in the lesson are used for spelling the next time and, 
when we have time, the same day. These words are also used in 
sentences both oral and written. Clean-cut expressions are aimed at. 
The boys are led to choose the best word to express a certain idea. 
When one boy expresses a thought in a very poor manner we ask, 
"Who can express that more clearly?" In all these ways English is 
brought into close touch with the other work. 

Ijesson 2. Safety. 

Topic: Safety in and around elevators. 

1. Questions to bring out facts regarding elevator dangers. 

Work for clear answers expressed in good English. 

2. Statements of pupils' own experiences. 

3. Formulation of rules or slogans for avoiding accidents in ele- 

vators. 

4. Written work on above topic. 

N. B. All new words should be placed on the board and the 
pupils made familiar with them. Use these words for review next 
time. Spell them at the next recitation. 

Lessens. Aritlinietic. 

Topic: Bills and Receipts. 
First: Making a bill. 



Institute of Teachers 41 

Form, Spelling, Penmanship. 

In writing a receipt, be careful of English expressions in sen- 
tences. In some cases I would divide this into two lessons. 

Lesson 4. Citizenship. 

Topic: Voting. 

1. Questioning and Discussion. 

2. New words pronounced, defined, spelled. 

3. Use of new words in sentences, if necessary. 

4. Correction of errors in English expression. 

5. A short written exercise on, "Why Every Voter Should Vote". 

Lesson 5. Business Practice. 

Topic: Addressing an Envelope. 

1. Name of person to whom addressed. 

2. Street and number, if any. 

3. If street and number not known then name of building. 

4. County. (Sometimes) 

5. State. 

6. Country. (In foreign mail.)' 

7. Return Card. (Show importance.) 

Lesson 6. Business Practice. 

Topic: The Business Letter. 

1. Form. 

2. Substance. 

1. — Form: Teacher place form on blackboard. You cannot 
gather by questioning what the pupil does not know. 

2. — Substance: Help each pupil to form one sentence for 
the letter. Teacher write letter on board. Have pupils copy 
it — sometimes twice or more. This is important. Next have 
pupils write a letter of their own. Do not object if they mem- 
orize some of your expressions. Correct work. Each pupil 
should learn to spell the words that he misspelled in his 
letter. 

Lesson 7. Sanitation. 
Topic: Quarantine. 

1. Oral reading by pupils of Folder No. 1, Health Dep't., Milwaukee. 

2. Correction of errors in pronunciation, etc. 

3. Explanation of difficult passages. 

4. Oral summary of each important paragraph. Pupils give sum- 

maries. 

5. When time permits, general written summary is required. 

As in former lessons, spell, and correct gross errors in speech. 
In the next lesson, review by means of oral discussion. 

Lesson 8. Electricity — Tlie Electric Bell. 

Topic: How to set up an electric bell outfit. 

1. Bring out (by questioning) facts pupils have learned in shop. 

2. Teacher make list of technical words as they are used. 



42 Outlines of Lessons 

3. Learn to spell important words in No. 2. 

4. Drawing and labeling bell circuit. 

5. Oral explanation of drawings by pupils. 

6. Written explanation. 

Lesson 9. Arithmetic. 

Topic: General operations — "saving" problems. 

1. Have several problems on board. Pupils solve them. Pupils 

state problems of their own. After these have been solved, 
have one or more pupils discuss ways of saving and import- 
ance of saving. 

2. Written discussion of the proposition. ; 

Lesson 10. English for Foreigners. 

Topic: General English Work. 

I have three boys who can speak no English. While I am teach- 
ing these boys, the others gain much in the way of English. I 
will explain orally how this is done. 
N. B. In all lines of work correct spelling, correct punctuation (to a 
certain degree) and correct capitalization are insisted on. The matter 
of placing work neatly on paper is emphasized. 



Institute of Teachers 43 



3. Permit. 



ENGLISH FOR PERMIT GIRLS. 



First twenty-four lessons. 



MRS. E. TOMiETFSON. 



Committee. 



Mrs. E. ToUefson, Chairmaii, Manitowoc, 

Cora J. Zinkgraf, Milwaukee, 

W. J. Hamilton, Two Rivers. 



Madison, Wisconsin, Sept. 1, 1914. 



I. Studies, in reading selections from newspapers (Current 
Events) to test Duoils' reading ability. Discuss with pupils in 
order to determine pupil's- ability to get the thought from the or- 
dinary newspaper English. Encourage reading for pleasure and 
profit from library books. Provide lists of library books and maga- 
zines for students to read. 

II. Oral English should be encouraged by introducing discussions 
of topics read in the news items mentioned above. Bring out dis- 
cussions of any topics in which students seem to show interest, 
aim to secure discussions' along industrial lines and processes in 
manufactures and to equip all with information and training neces<- 
sary to meet actual demands of life. Try to arouse a desire, on 
the part of the pupil, to keep the national language pure and to 
secure ease, correctness, and adequacy of expression. Language 
is an art and correct expression comes through habit. 

1 

III. Every art, trade or occupation, has its separate vocabulary of 
technical terms. Have students provide lists of words and terms 
in common usage in the shops. Drill in spelling these words 
should be given, as well as drill on the use of s.uch words in good 
English sentences. 



44 Outlines op Lessons 

IV. Along with the development of oral English, secure work in 
written English composition. Do not make the work formal Eng- 
lish grammar. Drill in letter writing (1) Business Letters (2) 
Answers to Advertisements (3) Social Correspondence (4) Simple 
Discussion written in good newspaper English. Avoid "flowery" 
style and all expressions not understood by the pupils. 

Write on topics suggested below — the teacher is urged to add to 
the list: 

1. How I Found My First Job. 

2. Why I Left School. 

3. Where I Spend My Evenings. 

4. The Kind of Work I Like To Do. 

5. How To Save Money. 

6. Why a Girl Should Learn To Keep House. 

7. How to Build a Fire. 

8. How to Sweep a Room. 

9. Why I Ought to Sleep With Windows Open. 

10. How to Care for Dish Cloths and Dish Towels, 

11. How to Darn Stockings. 

12. Necessity for Exercise. 

13. Dangers of Mouth Breathing. 

14. Proper Care of the Teeth. 

V. For the most advanced students some work in practical Eng- 
lish grammar may be given. (1) Parts of Speech (2) Kinds of Sen- 
tences (3) How to Punctuate (4) Uses of Verbs (5) Uses of Pro- 
nouns (6) Uses of Adjectives (7) Uses of Adverbs (8) Uses of Prep- 
ositions (9) Choice of Words (10) Use of Dictionary. 

This is the only grammar work suggested and is to be taught to 
pupils able to do the work. The lessons, need not be left until the 
end of the course but may be introduced as needed. 

Lesson I. 

Punctuate and capitalize the following: 

1. when will mr smith come back 

2. president wilson succeeded president taft 

3. mr fred jones the lawyer is in the city to-day 

4. no i cannot come 

5. new year memorial day fourth of July- thanksgiving and 

Christmas are legal holidays 

6. governor mcgovern of madison was in milwaukee last 

week 

7. he doesnt care if they dont go 

8. Canada is north of the united states 

9. is lake michigan east of Wisconsin 

10. mary please give harry your book 

11. the city of milwaukee has a fine harbor 



Institute of Teachers 45 

12. bananas grow in florida and the west indies 

13. asphalt brick stone and wooden blocks are used for 

paving city streets and water and oil are used to settle 
the dust 

14. the united states mints are located in Philadelphia new 

Orleans denver and san francisco 

15. Johns mother went to appleton this morning. 

Lesson II. 

The Sentence. 

Have blackboard exercises in order to present facts regarding 
the correct writing of sentences quickly to the eyes of all the 
pupils. Certain specific points are best brought out by dictation 
exercises. Pupils should know with assurance when they have 
a sentence. 

Lesson III. 

Use words like the following in sentences: isle, I'll, aisle; 
buy, by; to, too, two; here, hear; so, sew, sow; they're, their, 
there; know, no; blue, blew; weak, week; stair, stare. 

Lesson IV. 

Write twelve sentences telling of things done in your factory. 

Lesson V. 

Uses of Capitals. 

Write the names of your brothers and sisters. 
Write the names of ten cities. 
Write the names of the days of the week. 

Write the names of the months of the year with their abbrev- 
iations. 
Much drill in writing dates should be given. 

Lesson VI. 

Make a list of well known proper nouns and the adjectives 
derived from them; thus: England, English; Mexico, Mexican; Ger- 
many, German; etc. 

Personal titles when they appear before the names of the persons 
to whom they belong should begin with capitals, but not other- 
wise; thus: Queen Wilhelmina, President Taft, but the queen of 
Holland and the president of the United States. 

Have pupils write: names of leading firms doing business in 
the city; prominent doctors; the city mayor; the governor, etc. 

Teach important abbreviations, such as Dr., Rev., Hon., M. C, 
Mrs., Mr., B. C, A. D., A. M., P. M., etc. 



46 Outlines of Lessons 

I/esson VII. 

Plural Forms. 

Make a list of words suggested by the pupils. From this list 
select the words that forni the plural regularly. Then take up 
the words whose plural is formed irregularly and show how the 
plural of each is formed. Drill upon the spelling of plural words. 
Mention nouns that have the same form for both singular and 
plural. 

licsson Vin. 

An exercise like the following will teach the student that 
a. different form of the verb is used with plural nouns. Change 
the following sentences so as to mean more than one: 

1. The pencil is. in the box. 

2. The daisy grows, by the roadside. 

3. Was the boy's mother in Chicago? 

4. The potato is a vegetable. 

5. Does the man carry a lunch? 

6. Is the child's face clean? 

7. If the girl is tardy, she should bring an excuse. 

8. The girl scrubs the floor with a stiff brush. 

Lesson IX. 

Possessive nouns in the singular. Teach possessives in con- 
nection with the nouns they modify. 

liesson X. 

Lesson on possessive nouns in the plural. 
Dictation. 

1. Men's hats were on sale. 

2. Men's, women's, boys', and girls' clothing will be on 

sale at Gimbel's store Saturday. 

3. Miss Brown makes ladies' suits. 

4. The children's mother was called away. 

5. The birds' nests were in the maple trees. 

6. We had to learn the streets' names. 

7. He was paid for five days' work. 

Lesson XL 

Correct forms and uses of teach and learn; shall and will; sit 
and set; lay and lie; lay and laid; may and can; was and were. 
Much oral drill. In the use of "was" and "were" give many in- 
terrogative sentences. 



Institute op Teachers 47 



Jjesson Xll. 

Select the proper words in the parentheses and give reason 
for your choice. 

1. You may (sit, set) on this chair. 

2. I (shall, will) (teach, learn) to make bread, for this is 

something every girl ought to know. 

3. The hen is (setting, sitting). 

4. He (lay, laid) In the hammock. 

5. (Lay, lie) down, Fido! 

6. The boy (sat, set) his gun by the tree and then he (sat, 

set) down to rest. 

7. (Learn, teach) the pupils to he accurate. 

8. Mary, please (lie, lay) the paper on my desk. 
9. (Sit, set) the dish on the table. 

10. Will you (learn teach) us how to crochet? 

11. You (may, can) open the window. 

12. (May, can) I go with you to the store? 

13. She (set, sat) there two hours. 

14. Mary, please (sit, set) the table. 

Lesson XIII. 

Irregular Verbs. 

The mistakes which occur in the use of irregular verbs are found 
in the use of the past tense and the perfect participle. Most drill 
should be given these forms. Give the correct forms of see, do, 
take, write, go, shake, know, come, begin, choose, drink, ring, sink 
and swim. 

Lesson XIV. 

Fill blanks with correct forms of run, come, ring, blow, break, 
do and drink. 

1. The policeman the whistle for the traffic to move 

north and south. 

2. John was well because he — — plenty of water every day. 

3. If I do not to school regularly, I shall not be helped 

by the lessons. 

4. While the bells and the whistles the people 

from their work to watch the fire. 

5. The girl has ■ many dishes because she handled them 

carelessly. 

6. The boy ■ his leg in jumping from a street car before 

it had stopped. 

7. He has six glasses of water to-day. 

8. A pupil is considered tardy if he after the bell 

has . 



48 Outlines of Lessons 

9. I must never from a dirty cup, as disease is spread 

by such carelessness. 

10. Jane lost her position because she her promise to 

her employer. 

11. He three blocks to turn in a fire alarm. 

12. The girl, who has the best she can will surely succeed. 

13. If you pour boiling water on the glass dishes, the heat 

will them. 

14. May ■ up the work before she out to play. 

Lesson XV. 

Fill blanks with correct form of rise and raise. 

1. I ■ every morning at six o'clock. 

2. ■ — — the window to let in some fresh air. 

3. The farmers of Wisconsin • a good deal of oats. 

4. He chickens for market. 

5. They could not enough money to build a new church. 

6. A gentleman his hat when he meets a lady. 

7. on your toes and your arms above your head. 

8. During the summer the sun • early and sets. late. 

9. Bread does not well in a cool place, 

10. The flag will be when the sun . 

I/esson XVI. 

Business Letters. 

1. Discuss reasons why it is well to know how to write good 
business letters. Outline a letter. Explanation of parts. Punctu- 
ation. 

Heading. 
Name. 

Address. 
Salutation. 

Body of letter. 

Complimentary close. 

Signature. 
Salutation (Different forms as Sir; Dear Sir; Dear Madam; Gen- 
tleman;) Different forms of closing letter as Yours truly. Yours 
respectfully, Yours very truly, etc. 

Letters of business should be taught as far as possible through 
actual transactions. 

L-esson XVII. 

Kinds of paper used in business letters. — preferably 8x10 inches, 
white. Reasons for punctuation reviewed. 



Institute of Teachers 49 

Note the following directions carefully: 

1. Left hand margin should be one-half to one inch wide. 

2. All lines except those commencing a paragraph should be- 

gin at this point. 

3. Do not put periods after words when not used as abbrevia- 

tions as. Miss, 24tli, 1st, etc. 

4. Do not use abbreviations, in body of letter as yd., Wis., etc. 

5. Names of seasons do not begin with capitals. 

6. Do not abbreviate cities. 

7. Do not use too many paragraphs. 

8. Always sign one's name the same. Write the introductory 

and concluding parts — all, that is, except the body — of 
letters to five different firms. 

Lesson XVIII. 

Practice folding business letters. Address envelopes and 
place stamp and return address on each. Direct envelopes to the 
following: — A business house in Milwaukee; A cousin who is visit- 
ing in Madison; A physician living in Green Bay; The editor of a 
local paper; The mayor of your city. 

Lesson XIX. 

Letters. 

.Write a letter to some firm asking them to send samples of var- 
nish advertised in some magazine. Write a letter to your postmaster 
asking him to forward your mail to a certain place for a given time. 
Write a letter to a local paper asking to have inserted in three is- 
sues an advertisement which you enclose. 

Write a letter to the county judge requesting him to duplicate 
your permit, explaining the loss of your present one. 

Write a letter to Perry Mason Company asking them to send you 
the Youth's Companion for one year. 

Lesson XX. 

Drill on answering advertisements, asking for positions, etc. 
Answer advertisements for office help giving necessary data such 
as — age; experience; education; references; etc. Discuss things 
best to state in letter before starting to write. 

Lesson XXI. 

Use of telegrams. Cost of sending. Short ways of express- 
ing thoughts. Drill in writing messages. Emphasize that only in 
telegrams are short methods used. 



50 Outlines of Lessons 



liCsson XXII. 

Write a note to a friend asking her to call on your mother who 
is ill. Write a note to a friend explaining why you could not meet 
her as arranged. Write a note to your brother's teacher explain- 
ing why your brother was absent from school. 

You know that a friend is going to Milwaukee. Write a note 
asking her to duplicate some ribbon for you. 

Lesson XXin. 

Write a short description of The Postman; The Baby; Your Doc- 
tor; Your Best Friend; Your Porelady. 

Lesson XXIV. 

Give careful directions for making something in the following 
list — A Pretty Apron; Bread; A Breakfast Cap; Coffee; Corn- 
meal Muffins. 

Lesson XXV. 

Choice of Words. 

Fill the blanks with the prepositions to, on, by, at. 

1. Sunday morning I went ■ early mass-. 

2. I saw my friend early mass. 

3. I go work eight o'clock. 

4. The law compels every girl between the ages of fourteen 

and sixteen go Continuation School. 

5. He was standing the door when she entered. 

6. He waited the station ten minutes. 

7. She stood the open window and watched the stars. 

8. In the summer time we go the parks Sundays.. 

9. The public library is Grand Avenue. 

10. When I was my cousin's house we went fishing every 

day. 

Lesson XXVI. 

Fill blanks with one of the following words: slow, slowly, 
quick, quickly, well, had, and badly. 

1. A girl who is frequently absent from school makes ■ 

progress. 

2. Cereals should be cooked in order to be whole- 

some. 

3. I do not feel this morning, because I forgot to 

raise my window last night. 

4. When my teacher calls on me I must reply . 

o. The chewing of gum is a habit. \ 



Institute op Teachers 51 

6. Ellen behaved at tlie table for sbe ate with 

her knife and talked when her mouth was full of food. 

7. She speaks English . 

8. A person who wears too much jewelry does not look . 

9. Problems in mental arithmetic train a child to think . 

10. The old man walked . 

Lesson XXVII. 

Fill the blanks with one of the following words: soon, quick, 
free, freely, fast, well, poor, and poorly. 

1. Instruction is in all state schools. 

2. I hope you will answer my letter as — - — as possible. 

3. A girl who has done her work receives larger 

wages than one who has done it . 

4. The end of a pleasant day comes all too . 

5. In the United States we have speech and a 

press. 

6. A generous man uses his time and money for 

others. 

7. It is '■ manners to interrupt some one who is 

speaking. 

8. Daily exercise is for the body. 

9. work is not always good work. 

10. An express train is a train which stops only at 

large and important stations. 

Lesson XXVni. 

Pronouns. 

1. Will you go for a walk with Helen and (I, me) ? 

2. A snow storm is good for (we, us) as it purifies the air. 

3. We read more than (them, they) therefore we know more. 

4. Is it (him, he) who comes late to work every morning? 

5. (They, them) and their sisters are cleaning the yard this 

morning. 

6. Grace is taller than (him, he). 

7. Was it (me, I) whom .you called? 

8. When the teacher asked who broke the dish, Mary replied 

quickly that it was (she, her). 

9. Ella will soon look older than (I, me) because she paints 

her face. 
10. Helen walks more quietly than (her, she). 

Lesson XXIX. 

Pronouns. 

1. Jennie, the girl to (whom, who) the library book was 
charged, has taken good care of it. 



52 



Outlines of Lessons 



2. Anna is a girl (who, whom) will make friends wherever 

she goes. 

3. Perfume is not needed by (those, them) girls (who, whom) 

keep themselves clean. 

4. I like her because she is a girl on (who, whom) you can 

depend. 

5. Please hand me (them, those) books, John. 

6. If a boy is polite (they, he) will find no trouble in getting 

a position. 

7. The lady of (who, whom) I was just speaking, dresses 

neatly. 

8. He is stronger than (they, them) because he takes long 

walks in the fresh air. 

9. It was (I, me) (who, whom) you saw brushing my teeth 

morning. 
10. (Who, whom) did you call? 



Liesson XXX. 



Spelling — Supplementary to 

1 — business 

2 — easier 

3 — punctuate 

4 — capital 

5 — writing 

6 — address 

7 — inches 

8 — signature 

9 — envelopes 
10 — date (not datli) 
11— friend 
12 — Gentlemen 
13 — reply 
14 — margin 
15 — truly 
1 6 — respectfully 
17 — sign 
18 — comma 
19 — period 
20 — stamp 
21 — write 
22 — advertisement 
23 — noticed 



Business Letters. 

24 — completed 
25 — thirteen 
26 — -fourteen 
27 — fifteen 
28 — refer 
29' — reference 
30 — introduce 
31 — inquire 
32 — message 
33 — telegram 
34 — sugar 
35 — position 
3 6 — grade 
37 — experience 
38 — enclosed 

3 9 — hoping 

40 — Wisconsin 
41 — penman 
42 — living 
43 — accurate 
44 — qualified 

4 5 — satisfactory 



The days of the week. All the months with abbreviations. 



Institute of Teachers 53 

ENGLISH. 
Mrs. E. Tollefson, Manitowoc. 

The chief aim of the work in English is to train the pupil to express 
his thoughts, in clear, correct and converse language, and to enable him 
to understand what he hears and reads. In order to accomplish this 
purpose it is necessary to insist upon correct oral expression. This is 
important because so many of our business transactions are conducted 
personally, and in the preparation of all written work oral English is 
important. 

If we wish to be able to make known our wants, or to share with 
others what we have seen and heard, we must learn to express our- 
selves readily with clearness and force. 

Exercises, both oral and written, that will be of service to the un- 
trained writer and talker, should be given frequently and the teacher 
should point out errors, to which the pupil is inclined, and also sug- 
gest ways of avoiding them. 

All high-flown expressions should be avoided and plain English usod. 
Showy language, like showy dress is in bad taste. 

Most written work should be preceded by oral drill. If a letter is to 
be written, the pupil ought first to tell the class what he is going to 
Avrite. A discussion as to reasons why it is well to know how to write 
good business letters is of great value. Good models of letters, both 
formal and informal should be used, in order to explain the parts of the 
letter: Try to develop a pride of neatness and attractive form. 

Try to make the work practical. The (G) girls will enjoy writing to 
the "Quaker Lace Co. ' for a book on "Laces" or to the "Pillsbury Co." 
for their cook book, more than they would writing to an imaginary per- 
son for some article they have never heard of. 

In several instances, I mailed the best letter written, and the girl, 
who received the book or whatever she had sent for, brought it to class 
to be left on the reading table. 

In connection with the study of "Current Events" it is interesting to 
take imaginary trips to some of the places mentioned. Last year the 
"Panama Canal" and the "War in Mexico" proved to be of great in- 
terest. 

Most of the pupils are of foreign descent, and much interest will be 
shown if talks on foreign countries are given. A Map of the World, one 
of the United States, and one of Wisconsin, should be a part of the 
equipment of the room. 

If a list of common articles, such as salt, coffee, calico, pepper, starch, 
etc., is placed on the board, the pupils will be interested in finding out 
what each one is, and where it is found, or from what it is made. 

The different holidays and seasons will suggest subjects for interest- 
ing discussions and short compositions. After a cooking lesson, the 



54 Outlines of Lessons 

girls should be allowed to tell what was done while they were in the 
kitchen and also to repeat receipts they had used. 

It has been said, "We learn to do by doing" and the pupil, who learns 
to tell in correct English, what she has done or seen, will also be able 
to express herself in writing. 

We should develop the use of the dictionary and the easier diacretical 
marks. A mimeograph, or any machine for making several copies of 
the various exercises in English, will be of great help to the teacher. 



ENGLISH FOR PERMIT GIRLS. 
Discussion by W. J. Hamilton, Two Rivers. 

In addition to what has been said by the previous speakers, I wish 
to call attention to three points which must be kept in mind in doing 
this work in English with the Permit Pupils, both boys and girls. 
The first is the fact that in these classes we can have no standard of 
grading. There are students with the bare rudiments of a fifth 
grade education while others have completed thoroly work equiva- 
lent to the eighth grade. The pupils come from homes in many 
cases where no English is spoken in the family circle and it be- 
comes necessary to overcome the tendency to use the foreign phras- 
ings'. For this reason, the Permit teacher must aim to give what is 
practically individual instruction, unless she is fortunate enough to 
handle groups where an attempt at grading can be made. 

While the outline submitted might lead one to believe that the 
written English is the all important phase of the work, it must be 
remembered that some attention is to be given to the use of the 
spoken English and that some considerable part of every recitation 
should be devoted to oral English. I believe it is true that the ma- 
jority of us write as we speak, as the thot is framed in the mind 
thru the language sense. Before these pupils can become good writ- 
ers it will be quite necessary that they make corrections in their 
speech. The conversational exercises have a cultural value as well 
as a commercial value and must be considered with some degree of 
seriousness on the part of the teacher. 

The third point I would mention is that there is' a broader aim" 
in all this Industrial and Continuation school work, than merely 
teaching a boy or girl the terms used in the shop where he or she 
may be working. The whole aim of the Wisconsin Continuation 
Schools is to develop a higher type of social efllciency not only thru 
the medium of the shop but from the standpoint of citizenship 
values as well. I would therefore, emphasize the point made by 
Miss Zinkgraf when she mentioned the use of the current maga- 
zines and the use of the Public Library. The teachers doing this 
work should endeavor to cultivate the "library habit" and interest 



Institute op Teachers 55 

the boys and girls in the best literature that is within the apprecia- 
tion of the group. Taking a class to the public library for a recita- 
tion period, making them acquainted with the work offered and op- 
portunities for getting interesting reading tliru the library, is a pro- 
fitable recitation period. 

In our own town we have found that factory girls wlio have become 
interested in the study of grand opera by the aid of a Victor Talk- 
ing machine and an interesting teacher, have given their thot and 
discussion to a higher interest than they previously had. The same 
has been true by interesting them in the higher type of motion pic- 
tures such as "Evangeline," "Enoch Arden," etc., as well as in the 
attempts to organize literary clubs where papers are prepared and 
read by the students. This it seems to me is a type of English train- 
ing for permit pupils which is worth the extra effort that must be 
made by the teacher, as it helps the permit worker to get some- 
thing worth while out of life and attempts to cultivate his taste for 
the better things in his environment. 



My part in the discussion of our committee report on English 
for Permit Girls given by Mrs. Tollefson was only three additional 
thoughts, which are as follows: 

1. Library work and English should be closely related. Oral 
and written work should be done in class on the library books 
read. 

2. Sewing, Cooking and Art should be closely related to the 
English work. Oral and written work in regard to things done in 
these classes should be emphasized. 

3. The teachers in all lines of work should be careful of their 
English. 

COKA J. ZiNKGRAF. 



56 Outlines of Lessons 



4. Evening'. 



ENGLISH FOR FOEEIGNERS. 



First twenty-four lessons. 



H. B. MURPHY. 



Committee. 



H. B. Murphy, Chairman, Kenosha, 

W. K. Weissbrodt, Milwaukee, 

H. P. Leverenz, She&oygan. 



Madison, Wisconsin, Sept. 1, 1914. 



PART I. 



Witli a beginn,ing class, in English it is the teacher's chief busi- 
ness to develop a vocabulary, and to develop this vocabulary, the 
work at the beginning must be entirely oral and objective. 

After the recognition of the spoken word, the class should be 
taught to recognize the written and printed forms of the word. 

The th|irteen lessons developed in Part I are similar to lessons 
developed by some thirty teachers of Night School English, who 
were consulted at the time these lessons were drafted. 

A text is not used until about the 15th lesson. The training of 
the ear and tongue are more important than the training of the 
eye at this tjime. 

Many devices may be used to make the work effective. The 
value of pictures in lielping pupils grasp ideas can not be over 
estimated. If pictures are not at hand, you will find that free 
hand sketching of the crudest kjind will do more than fifteen min- 
utes of the most physical talking. 



Institute of Teachers 57 

Program. 

Minutes. 

Reading ." 30 

Conversation 30 

Ptionics 10 

Language Form 10 

Spelling and Sentence Work 10 

Writing 30 

Note: Writing for beginners — formation of letters, and simple 
writing. For 2nd Year Students: (a) Copying from the black- 
board, (b) writing from dictation short sentences from the reading 
and conversation lessons or from matter previously copied, (c) 
writing from memory the same matter or memory gems, (d) fill- 
ing in words omitted from sentences written on the board, etc., 
(e) Easy letter writing, (f) original work, e. g., short composi- 
ing tions, telling stories in own words, etc. Five minutes each 
evening should be devoted to free arm movement. 

Note to the teacher: The schedule presented here is suggestive 
only. The teacher may find it desirable to follow another arrange- 
ment of the evening's work, as combined reading with conversa- 
tion, following conversation by writing. 

Drills for Pronunciation and Articulation. 

The following exercises have been found very helpful in rem- 
edying some of the faulty pronunciations which foreigners give to 
many of our English words. 

For the foreigner who has trouble with h,is th's use: 



tha 


tha 


tha 


tha 


the 


the 


the 


the 


thi 


thi 


thi 


thi 


tho 


tho 


tho 


tho 


thu 


thu 


thu 


thu 



For the foreigner who says "wery" for very, use: 



va' 


faa 


va' 


fa 


ve' 


fe 


ve' 


fe 


Vl' 


fi 


Vl' 


fi 


v6' 


fo 


v6' 


fo 


vu' 


fii 


vii' 


fii 



58 



Outlines op Lessons 



For the foreigner who says 


"tan" for can and 


"does" 


for goes, 


use: 










ga' 


ka 








ga' 
ge' 
ge' 

gi' 
go' 


ka 
ke 
ke 
ki 
ki 
ko 




1 

1 


-. 


go' 
gu' 


ko 
ku 






) 


gu' 


ku 








To strengthen final consonants, use: 








ad ap aj 


ab 


at 






ed ep ej 


eb 


et 






id ip ij 


ib 


it 






od op oj 


ob 


ot 






ul up uj 


ub 


ut 







Remember these are vocal gymnastics, and to be beneficial they 
must be carr,ied out like any other gymnastic exercise, with vigor 
and precision. 



Lesson I. 

To Develop Vocabulary 
a book This is 

my book That is 

your book Is that 

his book Is this 

her book 

I am 
you are 
he is 
Is he 
Are you 
This is 

A. Use men |in the class to make points clear about young and old 

B. Have two books to illustrate points about old and nev/. 



old 


open 


new 


old 


young 


not 


old 


not old 




not new 


a young man. 




an old man. 




a young man. 




a young man? 




an old man? 




an open book. 





My book is new 
Your book is not new. 
Your book is old. 
My book is not old. 
I^ your book new? 
Is your book old? 
An open book 
My book is open. 
Your book is not open. 
Open your book. 



Your book is open. 
Is your book open? 
I am a young man. 
You are a young man. 
He is an old man. 
He is not young. 
He ,is old. 
Is he old? 
He is old. 



Institute op Teachers 59 

C, Have class repeat sentences after teacher and whenever possible 

have the class act out the thought. 
Open your book. 
Open my book. 
Shut the old book. 

D. Close the evening's work by giving commands like the above. 

Have individuals act them. This is the test for the even- 
ing's work. 

liesson n. 

To Develop Vocabulary, 

a knife a pencil 

a new knife a new pencil 

an old knife an old pencil 

a big knife a long pencil 

a small knife a short pencil 

two knives two pencils 

three knives . three pencils 

my knife my pencil 

your knives your pencils 

open my knife let me have a match 

an open knife Thank you 2 matches 

I have Have you 

you have Has he 

he has Th,is is my knife. 

That is my knife. 

(A) Idea of number is introduced for the first time. Train the 

number idea as you go along. 

(B) Continue to develop the words objectively. 

(C) Have class answer the following questions: 

T — Is your knife new? 

P — Yes, my knife is new. 

T — Is his knife old? 

P — Yes — His knife is old. 

T — Can you close the knife? 

P — Yes — I can close the knife. 

Lesson ni. 

To Develop Vocabulary and Increase Power of Conversation. 
a father The father ,is sitting, 

a mother The mother is standing, 

two children The children are standing. 

a boy The boy is standing. 

a girl The girl is standing. 

a family This is a happy family. 



60 Outlines of Lessons 

A. Following are suggestive questions that may be asked on the 

above subject: 

Who is standing? 
Who is sitting? 
How many are standing? 
How many are sitting? 

B. Develop the verb See. 

I see the book. 
I see the picture, 
I see the father. 
I see the boy. 
I see the girl. 
The boy can see, 
I can see. 

C. Picture of a family necessary for the development of this lesson. 

D. Test entire class by asking questions about the picture of the 

family. 

E. Clinch new words taught. Review constantly. , 

F. Have class answer in complete statements whenever possible, 

G. Class should learn names and sounds of consonants. 



Liesson IV. 

Conversation Lesson. 

Underscored words are subjects for conversation. 

my cap my face 

I put on my cap. I wash my face, etc. 

1 take off my cap. 2 eyes 

2 arms I can see. 
my right arm I have eyes, 
my left arm Open your eyes. 
my nose Shut your eyes. 
I have a nose. 2 legs 

You have a nose. 2 feet 

He has a nose. my right foot 

She has a nose. left foot 

We have noses. 10 fingers 

my mouth count your fingers 

Open your mouth. 5 fingers on my 1 hand 

Shut your mouth. 



Institute of Teachers 



61 



Review by asking questions on parts of the body. 

A. The greater part of the worli up to this point, and for some les- 

sons to follow, should be entirely conversational in order 
to train the ear and the tongue; however, the written symb 1 
of words should not be neglected. 

B. The class should be learning to form the letters. Do not teach 

the printed letters. They will unconsciously get that from 
the script. 

liesson V. 
Review: Reading of sentences on blackboard. 



T(ike off your hat. 

Put on your hat. 

Put your cap on your head. 

Is this your cap? 

Yes, that is my cap. 

Is this your hat? 

No, it is not. 

Let me have my cap. 

Let me see your new hat. 

Wash your face. 

This is my left ear. 

This is my right ear. 



Look at my nose. 

Let me look at your mouth. 

Open your mouth. 

Shut your mouth. 

Can you count your fingers ; 

Yes, I can. 

Count your fingers. 

He can count. 

I have 5 fingers on my right hat 

Open your hand. 

Shut your hand. 

Let me see your hand. 

Let me see your left hand. 



A. By this time class should be ready to read simple sentences, 

like the above, from the blackboard. 

B. For writing lesson have class copy the sentences from the black- 

board. 

Lesson A'^I. 



1. Stand near your seat. 

2. Clap your hands, three times. 

3. Walk to the door. 

4. Close the door. Shut the door. 

6. Open the window. 

7. Feel the cold air. 

8. Shut the window. 

9. Slit in a chair. 

10. Lean against the back of a chair. 

11. Fold your hands. 

12. Shake hands with your teacher, 

13. Say: How do you do? I am glad to see you, 

14. Walk to your seat and sit In it. 

15. Look at the clock. 

16. Tell me what time it is. 



62 



Outlines of Lessons 



17. When do we go home from school? 

18. Point to a picture. 

19. Take your pencil and write your name. 

20. Smile at your neighbor. Now laugh! 

A. Have the above sentences on the board. Most of the verbs are 

familiar to the class. Develop any that are not. 

B. Have sentences read and acted. 

C. Erase sentences, and have class pass to the board and make or- 

iginal sentences. 

IfCsson VII. (Sort of Review.) 

A. Drill on vocabulary and sentence making — put words on board. 
"Word calling" — show by gesture, action or use of word 
that they have the idea — sentence making. 



a book 


a boy 


open 


this 


the teacher 


a girl 


shut 


that 


my knife 


ten fingers 


my head 


not 


two pencils 


five fingers 


two hands 


here 


1 match 


my hat 


four legs 


there 


three matches 


your cap 


two feet 


ta 


a family 


this chair 


two eyes 


from 


the father 


a man 


my mouth 


fast 


the mother 


a woman 


two ears 


my 


2 children 


my body 


one nose 


your 


I 


I— is 


six windows 


old 


you 


two are 


my face 


new 


he 


am 


Let me have 


younjx 


she 


see 


look 


big 


we 


have 


put on 


small 


they 


has 


take out 


long 


them 


stand-ing 


count 


short 


who 


sit-ting 


a — an 


left 


what 


walking 


and 


right 


how many 


run-ning 


the 





B. This is a very interesting as well as a profitable exercise to have 

about twice a week. 

C. Independent sentence writing will reveal the fact that the class 

need to have some knowledge of the elements of words. 
They already know the consonants and short and long vow- 
els. Add to that equipment a list of the common phono- 
grams. For example: 

and ack at ite it ake 
A phonic chart will aid greatly in having rapid drills. 



Institute of Teachers 



63 







Lesson VHI. 


rill 


in mechanical reading: 


b 


m 


X 


c 


n 


z 


d 


P 


th 


e 


q 


sh 


f 


r 


eh 


g 


s 


br 


h 


t 


St 


J 


V 


bl 


k 


w 


am 


1 


y 


fr 



an 


oy 


and 


ing 


,in 


at - 


ook 


ap 


each. 


eg 


ife 


ace 


at 


all 


atch 


alk 



These being separate, they may b<5 put behind any of the 
consonants, on the chart, making syllables or words — 
as much as possible words of meaning, and syllables 
which really occur. 

Conversation — "Getting a Book." Or "Washing Hands." 

1. Oral development, shown through action. 

2. Write sentences gained in this way, on the blackboard. 

Teacher should write sentences so as to set a good 
example in Penmanship. Have the class, then indi- 
viduals read sentences. Copy tbem later. 

3. A thorough drill in reading the whole. 

4. Erase everything, except new words. Drill on these — 

entirely mechanical, to strengthen power of word- 
calling. As soon as they see the word, they must 
call it by the right name. No^ figuring out anymore. 





Lesson IX. 




horough Review of the Vocabulary. 




apple 


open 


you 


nose 


see 


your 


book 


sitting 


me 


boy 


standing 


my 


body 


shut 


they 


cap 


have 


them 


chair 


has 


we 


children 


let 


she 


eyes 


put 


he 


ears 


running 


him 


family 


reach 


his 


fingers 


gQ 


I 



64 



Outlines of Lessons 



it 

a — an — the 

and 

away 

no — not 

many — how many 

to — from 

there — here 

this — that 

down — up 

on— off 

out — in — into 

who — wliat 

some 

again 



B. Review Conversation about "Washing Hands" or "Getting a 

Book." 

C. Copy from board — later read. 

My teacher has a new bru&h. ' [ 

He can brush his hands with the brush. 

I have ten fingers and ten fingernails. 

I cut my nails with a knife. 

I cut my nails with a knife. 

I. file them with a file. 

I push back the skin on my nails. 

I wipe my hands with a towel. 

D. Oral and Written Spelling of old and new words. 





feet 


must 




face 


wash 




girl 


rub 




hat 


wipe 




head 


new 




hand 


young 




knife 


big 




legs 


old 




pencils 


fast 




teacher 


small 




woman 


left 


are 




long 


am 




right 


taking 




dirty 


can 




clean 


count 




short 



Lesson X. 
A. Develop lesson on head, hair, eyes, nose, mouth, teenth, tongue, 

introducing personal pronouns. 

My head — your head — his head — her head. 

My face — your face — his face — her face. 

My hair — my hair is on my head — my hair is black — blond. 

Your hear is gray — is long — is short — a hair-cut. 

I want a hair-cut. 

My eyes — left — right my eyes are brown — blue — gray — 

black. 
Shut your eyes — open them — shut your left eye — both 
nose, my nose, etc. — wipe your nose^ — handkerchief 
mouth — open- — shut — wipe. 

ears — left — right — big — small- — long — short — hear with ears 
both 

teeth — big — small — good — 'bacl-^— clean—white — toothache — - 
dentist 
tongue — let me see youi' ton^ue-^-put out — -take in — -re^— - 



Institute of Teachers 



65 



B. Drill on mechanical reading of new words and hard words. 





head 


this 




lead 


that 




read 


they 


face 


hair 


thert 


lace 


air 




place 


pair 





race 


lair 


brace 


stair 


nose 


mouth 


rose 


out 


those 


round 


dose 


about 


close 


mouth 



Print these words on board — put written word under each. 

We should begin to familiarize class with the printed word 
in preparation to taking up reading in book. 



teeth 


tongue 


see 


my tongue 


bee 


a red tongue 


teeth 


a long tongue 


good teeth 


a big tongue 


bad teeth 





D. Copy from the blackboard and read: 

My head is dirty. 

I must wash my head. 

I wash my head with warm water and soap. 

I rub my head with my fingers. 

My head is clean. 

I wipe my head with a towel. 

3Iy heair is dry and clean. 

I comb my hair with a comb. 

I brush my hair with a brush. 



Lesson XI. 



A. During Special Help Period a Review on Verbs- 
board in script. 



-List on black- 



he has he is 

I have she is 

you have I am 

we have you are 

she has we are 



I sit 

he sits 

you are standing 

we are sitting 

they are standing 



they have they are I stand 



he looks at me 
I look at him 
we look at you 
you look at us 
I see 
he sees 



5— B. I. E. 



66 



Outlines of Lessons 



I can 


I wash 


I must 


he brushes 


he can 


he washes 


we must 


we brush 


we can 


I count 


he rubs 


I cut 


I take off 


he counts. 


I rub 


I am cutting 


you put on 


I walk 


we clean 


he is cutting 


he takes off 


he walks 


she cleans 


you file 


[ shut 


she runs 


I wipe 


she files 


he shuts 


they run 


he wipes 


I push 


I want 


he listens 


I heard 


I am speaking 


he wants 


we listen 


I hear 


he is talking 


we comb 


I do 


he hears 


they are singing 


he combs 


I did 


it rings 


we read 


I come 


she did 


I ring 


he reads 


he comes 


he did 


he speaks 


did he read? 



For completenes,s' sake, all verbs are grouped together. 
This will be material for 2 or 3 lessons. 

B. Have conversation lesson on Letter Writing, 

C. Put form of friendly letter on blackboard and have class read 

and memorize it. Pay particular attention to form at this 
period. 

Lesson Xn. 



Develop this with class, 
as a Writing Exercise. 



Later have them copy it from the board 



Friendly Letter. 

Whitefish Bay, Feb. 18, 1914. 
Dear Charles: 

I still go to night school, and like it very much. I can under- 
stand English a little better now. Speaking English is hard for 
me, but I try. I can read quite well from the book and what the 
teacher writes on the blackboard. I understand all I read. Our 
teacher speaks Polish but not much. We read 28 lessons from 
the book. In our class there are about 15 young men, mostly Po- 
lish. We begin at 7 and go home at half past nine. We have 
school on Wednesday and Friday. 

Now tell me about your night school. I am well and hope the 
same of you. 

Adam Kancuszewski. 

A. Develop this letter with the class. Have member of class fur- 

nish the necessary s^entences. 

B. Have class memorize letter. 

C. Have class give entire letter for oral language work. 

D. Have cl^ss copy letter from BB. for writing exercises. 



Institute of Teachers 



67 



Lesson XIII. 



Words of Similar Sound. 



Use each word in a separate sentence. This 
given first orally with the teacher, and then as 



exercise should be 
a written exercise. 



ate 


steel 


blew 


pain 


eight 


steal 


blue 


pane 


wait 


here 


right 


their 


weight 


hear 


write 


there 


way- 


knew 


meet 


sent 


weigh 


new 


meat 


cent 


break 


read 


made 


sale 


brake 


red 


maid 


sail 


seem 


son 


road 


stare 


seam 


sun 


rode 


fair 


sea 


tail 


veil 


stair 


see 


tale 


vale 


fare 


deer 


mail 


bear 


steak 


dear 


male 


bare 


stake 


pair 


pail 


shear 


too 


pear 






two 


pare 


pale 


sheer 


to 



A. Constantly Review these words. 



Part II. 

After the foreigner has mastered an oral and a reading vocabu- 
lary, he is quite anxious to get away from the mechanical word 
and sentence drills as outlined in Part I and take up the more in- 
teresting subjects. 

The lessons outlined in Part II therefore are for the especial 
purposes of opening up these avenues of reading for him. 

To show the character of the more advanced work the committee 
developed nine lessons touching on Business correspondence — Health 
- — Civil Government — History — Geography and Poetry. Data for the 
development of the following lessons was taken from standard 
texts on English for Foreigners and the following books and pa- 
pers. 

Representative Cities of the United States — Caroline Hotchkiss — 

Pub. Houghton, Mifflin Co. 
Gulick Health Series — Ginn & Co. 
Wprld'^' Chronicle — Little Chronicle Co., Chicago, 111, 



68 Outlines of Lessons 

Current Events — Current Events, 122 S. Michigan Ave., Chi- 
cago, 111. 
Safety Instruction in Schools, — Issued by C. P. Cary, Madison, 

Wisconsin. 
In connection with this Language work a standard text should 
be used. 

The conversation lessons in the advanced classes may take the 
form of "Round Table Talks." Have three or four members pre- 
pare simple stories and present them at the next meeting. 

Lesson I. 

Business Letter. 

1016 Park St. 
. Kenosha, Wisconsin, 

March 10, 1914. 
Sears, Roebuck & Co., 

Chicago, 111. 
Gentlemen: 

Enclosed herewith check for $5.00 for which kindly send by 
American Express one pair of shoes of the following description, — 
your catalog number 1578, Style B, color black. Size 8. 

Yours truly, 
Wm. Johnson. 

Discuss with the class the mechanical style of a business letter, 
paying special attention to Heading, Salutation, Body and Compli-. 
mentary Close. Let class know that a business letter must be 
concise and to the point. 



Lesson II. 

Letter of Application. 

319 Prairie Ave., 
Kenosha, Wis., 
Jan. 8, 1914. 
Simmons Mfg. Co., 

Kenosha, Wisconsin. 
Gentlemen: 

I have been informed by the Kenosha Employment Agency that 
you are in need of a young man in your Shipping Department. 
Kindly consider me an applicant for this position. 

I am twenty-one years old and have been in this country six 
years. I can speak and write English, and am now attending Night 
School. 



Institute of Teachers 69 

I have been in the employ of the Bain Wagon Co. for two years 
as helper in the Shipping Department. 

As to my ability as, a workman I refer you to John Jones, c/o 
Bain Wagon Co., City. 

Respectfully yours, 

liesson m. 

Our Country. 

Our country is called the United States of America. The name 
means that many states are joined together. We had only thir- 
teen at first, but we now have forty-eight states. 

The United States is a "Republic." This means that the people 
make their own laws and have a President for a ruler. 

He is elected by the people for four years. If they like him 
well, they may elect him for a second term. The President must 
be at least thirty-five years old and he must have been born in the 
United States. His salary is $75,000 per year. Our President 
lives in Washington, D. C, in the "White House." 

Our law-making body is called Congress. It made up of two 
houses called the Senate and the House of Representatives. Each 
state sends two men to the Senate, hence we have ninety-six Sena- 
tors. They are elected by the people for six years. The number 
of Representatives depends upon the number of people in each 
state. New York has, so many people that she has thirty-seven 
Representatives. 

Each state is ruled by a Governor. The present Governor of 
Wisconsin is Francis E. McGovern. 

Each city is governed by a Mayor and two aldermen from each 
ward. Sheboygan has eight wards, so it has sixteen aldermen. 
Our present mayor is Mr. Theodore Dieckmann. 

The United States measures about 3,000 miles from east to west 
and about 1,500 miles from north to south. 

It is a very large country, but not an old one. It became free 
and independent July 4, 1776, hence we will be 138 years old next 
Fourth of July. 

A. Have class memorize the above facts. 

1. Tell me the colors of the U. S. flag. 

2. Why has it thirteen stripes? 

3. How many stars has it? Why? 

4. You may all rise and sing "America." 

5. Tell me all we learned about George Washington and Abraham 

Lincoln. 

6. Who is President of this country now? 

7. From what state is he? What is his salary? 

8. What is meant by the Congress of the U. S.? 



70 Outlines of Lessons 

9. Who is governor of Wisconsin now? 

10. Name the thirteen original states. 

11. Can you give the flag salute? 

12. Why should we stand when "America" is s,ung? 

13. Why did you come to America? 

14. Do you like to live in the United States? 

Lesson IV. 

Wisconsin. 

Wisconsin is in the north central group of states. It is bounded 
on the north by Lake Superior, on the south by Illinois, on the east 
by Lake Michigan, and on the west by Minnesota and Iowa. 

Wisconsin has an area of 5 6,040 square miles, and a population 
of 2,333,860 or about 41 people to every square mile. 

Wisconsin is an agricultural state. More than 9/10 of the land 
in Wisconsin is divided up into farms. The chief farm crops of 
Wisconsin are hay, oats, corn, barley, potatoes, rye and wheat. 

As a dairy state, Wisconsin ranks first. There are more than 
3,000 cheese factories and creameries in the state. The cheese and 
butter from Wisconsin are becoming world famous. 

Wisconsin is also a great manufacturing state. Sash doors, 
chairs, beds, furniture of all kinds, paper, and iron and steel goods, 
are some of the principal articles manufactured. 

The capital of Wisconsin is Madison. The capitol building and 
State University are located here. It is a very beautiful city. 

Other important cities in Wisconsin are, Milwaukee, Racine, Ken- 
osha, La Crosse, Os.hkosh, Ashland, Sheboygan, Green Bay, Fond 
du Lac, Superior, Appleton, Marinette, and Manitowoc. 

Lesson V. 

Abraham Lincoln. 

Abraham Lincoln was born February 12th, 18 09. He was born 
in a log cabin in the woods of Kentucky. The cabin in which he 
was born was built by Abraham's father. It was built of logs. It 
was built so poorly that the rain and snow often came in through 
the cracks. 

Abraham's parents were poor. Abraham had to work hard to 
help support the family. He didn't have a chance to go to school 
during the day and there were no night schools at that time, and 
very few day schools. Abraham's mother taught him to read. 
He had only a few books. When he wanted more books he had to 
borrow them from neighbors as there were no public libraries. In- 



Institute op Teachers 71 

stead of using papef and pencil as we do to-day, he used the back 
of a broad wooden fire shovel and charcoal. 

Abraham Lincoln was tall and strong. He measured six feet 
four inches in his bare feet. He could lift a heavy load, and cut 
down a tree more quickly than anyone else in the neighborhood. 

Many stories are told of his honesty. One of them is about an 
old woman who bought groceries at a store in which Abraham 
clerked. He charged her six cents too much. This worried him. 
After work he walked six miles to the woman's house and returned 
the money. 

Later in life, Lincoln studied law and became a famous lawyer. 

In 18 6 0, he was nominated for the Presidency. During the cam- 
paign he was called the "Illinois Rail-Splitter, and "Honest Abe." 
The people believed in Lincoln so he was elected President of the 
United States. 

Lincoln did not believe in slaves. During the Civil War he freed 
the slaves. 

One night just after the close of the war, Lincoln was at the the- 
ater, and while there, he was shot by a mad-man named Booth. 
The whole country mourned for the beloved President. 



liesson VI. 

Tuberculosis. 

advice directions 

disease porch 

discovered worry 

wholesome condition 

drugs worn out 

hospital run down 

treated food 

bring about abundance 

A person who feels worn out and tired, and generally run down 
should see a doctor. If he says that you have tuberculosis, fol- 
low his advice and do not wait until it is too late. 

Tuberculosis is a disease that can be cured ,if treated in time. 

A person who has tuberculosis must have rest, wholesome food, 
and plenty of fresh air. It is not medicine and drugs, but bright 
sunshine, rest ahd wholesome food that will bring about the cure. 

A person need not go to a hospital to be cured. He can follow 
the direction's given by the doctor at home. A bed moved out on 
a side porch or a sunny room with the windows removed will serve 
as a sleeping-room. In this sleeping room the person ought to 
rest five or six hours each day. 

Fresh eggs, milk and good beef-steak should be eaten in abun- 
dance. 



72 Outlines of Lessons 

A person who has tuberculosis should not worry. Worry only 
helps to make his condition worse. 



Lesson VII. 

America. 

A. This song should be interpreted and memorized correctly and 

then sung as a closing exercise for the night's lesson. 

America. 

My country, 'tis of thee, 
Sweet laiid of liberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrims' pride, 
From every mountain side 

Let freedom ring. 

My native country, thee, 

Land of the noble free, ' 

Thy name I love; 
I love thy rocks and rills. 
Thy woods and templed hills; 
My heart with rapture thrills 

Like that above. 

Let music swell the breeze, 
And ring from all the trees, 

Sweet Freedom's Song; 
Let mortal tongues awake. 
Let all that breathe partake, 
Let rocks their silence break. 

The sound prolong. 

Our Fathers' God, to Thee, 
Author of liberty, 

To thee we sing; 
Long may our land be bright, 
With Freedom's Holy light; 
Protect us by Thy might, 

Great God, our King. 

B. Talk abo'it the national songs of other countries. 



Institute of TEACHEiiS 73 

licsson Vni. 

The Seasons. 

1. There are four 'seasons in the year. 

2. Spring summer, autumn and winter are the seasons. 

3. The seasons are each three months long. 

4. The spring months are March, April, and May. 

5. The summer months are June, July, and August. 

6. The autumn months are September, October, and November. 

7. The winter months are December, January, and February. 

Spring. 

We know it is spring. \ 

The robins are here. 

The grass is green and the trees are in bud. 

It is time to think of our garden. 

We must select the garden seeds and have the garden plowed. 

Then we will rake the ground until it is soft and all the hard 
lumps of earth are gone. 

Most of the garden will be u&ed for vegetables, but we must 
save a small part for a few flower seeds. 

We first will make straight rows across one end of the garden 
and plant five rows of peas, one row of lettuce, one of radishes, 
one of onions, one of carrots, and one of beets. 

We will leave room to plant potatoes, corn and tomatoes when 
the weather is warmer. 

Our vegetables, have been planted, so now we will plant the 
flower seeds. 

First we will plant two rows of sweet peas, next a row of nastur- 
tiums and the rest of the garden in different varieties of phlox. 

We chose these flowers because they bloom so freely. 

People who live in the country or small cities and have gardens, 
enjoy the fresh vegetables, gathered daily. 

Everybody loves flowers. It is a pleasure to pick a bouquet each 
day and have it on the dining table. 

Lesson IX. 

Citizenship. 

Are you a citizen of the United States? The United States takes 
care of all its citizens and gives them rnany rights. A citizen has 
the right to life, liberty, and happiness. He has the right to buy 
and sell, to have a home, and to help in making the government 
under which he lives a good government. 

These rights of citizens must be paid for by the men who enjoy 



74 .Outlines of Lessons 

them. A true citizen pays for hi& rights by obeying the laws, pay- 
ing his taxes, and taking his part in protecting the government of 
the United States. 

The law tells you what is best for you and for everybody else. 
You must obey the law, and you should help others to keep the 
law. A citizen obeys the laws because they are made by the peo- 
ple. A law-breaker not only hurts himself but others also. That 
is. why the government must have courts of justice and jails. The 
only way to make good laws is by choosing the right man to make 
the laws. 

A citizen pays his just taxes, and shares in the government of 
his city and country. He is interested in the public health, in edu- 
cation, and in all things that are for the good of the city and the 
state. He watches the work of all the city departments, and knows 
how the public money is collected and spent. He earns his own, 
living and deals honestly with all men. He aids the poor and help- 
less, and does all he can to prevent cruelty to children and ani- 
mals. 

•He is willing to pay for his rights even by giving up his life for 
his country, if necessary. Because he is a free citizen of his state 
and of the United States, he is ready at all times to serve his city, 
his state, and his country. 



I/esson X. 

The Hare and the Tortoise. 

The hare, one day, laughing at the tortoise for his slowness and 
clumsiness, was challenged by the latter to run a race. The hare, 
looking on the affair as a joke, consented, and the fox was selected 
as the umpire. The rivals started, and the hare, of course, soon 
left the tortoise far behind. 

Half way from the end of the course, the hare stopped to nibble 
at some plants, and then lay down to sleep. The tortoise, mean- 
while, plodded on, unceasing, unresting, straight toward the goal. 
The hare, having over-slept herself, started up from her nap and 
was surprised to see the tortoise nowhere in sight. Off she went 
at full speed, but on reaching the winning post she found that the 
tortoise was already there, waiting her arrival. The tortoise had 
■yvpn the race. Plodding wins the race. 



Institute of Teachers 75 



A FEW ESSENTIALS FOR TEACHERS IN CLASSES FOR 

FOREIGNERS. 

I. Aim. 

a. Getting the foreigners to understand, speak, road, and write 
the language of tliis country, and througli this help them to secure 
good positions, living wages, permanent homes. 

b. Help them to understand and appreciate our ways of living, 
our manners and customs — social and civil. 

c. Help to make them good Americans', desirable citizens. 

II. A few qualifications of a teacher in these classes. 

1. Faith. Don't believe the foreigners' intellectual powers are 
far below ours. They have intellect, emotions, and will power like 
everyone else. Think of the many 'foreigners' who have been and 
are in the front ranks of this country — bright examples. 

2. Sympathy. That they don't know our language, our customs, 
is no fault of theirs, — the accident of birth made them 'foreigners'. 
Imagine yourself in a strange country, and think what sympathy 
would mean to you. 

3. Patience. Mastering a foreign language is difhcult. Did you 
try to learn one after you were out of your teens? 'He that would 
have cake out of wheat must tarry the grinding'. But there is pa- 
tience and patience. Inertia is not patience. 

4. Masterfulness, You know English, and if you will, you can 
talk a class to 'death'. Guard against this, it is a pedagogical sin. 
Simple food, well prepared, thoroughly chewed — the 'foreigners' 
must do the chewing, not you, — the well-chewed food, well -digested 
makes strong men and women. 

Slipshod preparations, haphazard methods of procedure, fumbling, 
hesitating manners are anything but signs of masterfulness. Mas- 
ter of the subject matter, master of the method, master of your tem- 
per, — makes you master of the class. 

5. Common Sense. You are dealing with men and women, not 
with children. Treat them accordingly. Many things that would 
be all right in the schoolroom are entirely out of place here. A 
child may be fooled at times, men and women seldom, — they've seen 
something of the world. These people usually know exactly what 
they put in an evening for. Baby-talk and kindergarten ways won't 
do here. If they want to be entertained, they'll go to the show. 

6. ConstiTictive Powers. A text book is all right — and there are 
quite a few good ones in the market for such classes. But whether 
the book you have to use, is the book for your class, that you must 
know, or soon find out. If it is not, you can make it a success, if 
you have No. 6, 



76 Outlines of Lessons 

III. A few Principles in teaching a Class for Foreigners, especially 
the very Beginners. 

1. Oral instmction must be the first step. Your 'students' hear 
United States spoken every day, hut they can't understand it, their 
ear does not catch the sounds that convey ideas. And if they do 
catch a few words, tliese words mean nothing to them. They want 
to say something, express some tliouglit, but nobody understands 
them. Here is your problem, and here is your first principle. 
Trust the ear before you call the eye and the hand into activity. 
This is rational and true to nature, it is the natural, the direct 
method, it is the way the child learns to speak. 

It does not matter very much whether you begin with 'book' or 
'man and woman', wi'h 'room' or school'. But what you begin with 
must be of interest to all, and an object or an action that can be 
used in a simple conversation — 10 to 20' phrases or sentences the 
very first lesson. A well-chosen vocabulary makes it easier, faster, 
progress, and gives more pleasure and covirage to the teacher and 
the learner. 

The main thing is, that you train the ear and work the 'talking- 
machine' — I mean the foreigners' — on the basis of a practical, work- 
ing vocabulary. 

2. The Conversation must not be word-hash or sentence hash. 
Nature works orderly, and all men are logicians, although they may 
know nothing of logic itself. The conversation, in order not to 
overtax the memory, should present a picture so natural and or- 
derly that each sentence is associated with what went before and 
with what follows. That assists the memory and the imagination, 
and the ideas are more easily recalled. 

This is nothing new. Just read the chapter on 'Association' in 
your Psychology. Of course, in order to be successful, you must 
observe this law. 

Most of the better new books have such 'Continuous Action Les- 
sons'. But they are only suggestive, they should be acted out, 
thought, spoken and heard, and not only just read. 

A book is absolutely out of place here. Never mind, the book 
will get its due when it is time. In a conversation, in learning how 
to hear, how to speak, the book is an intruder between you and 
your pupils, a Chinese wall, and anything but a real help. 

3. When through with the conversation — 10, 15, 20, 2 5, or 30 
minutes — this should be reproduced, and graphically fastened by 
Vvrriting. 

Now we get to the hand and the eye. What has' been received 
by the ear, and expressed by the mouth, should also be expressed 
by the hand — in writing — to rivet it down, to practice the second re- 
ceiving channel, — the eye. 

Most foreigners know how to read and write. So the uniting of 
Sound-pictures into words offers but little difficulty, as is' also the 
case with the formation of the letters. 



Institute op Teachers • 77 

N. B. — Analpliabets need some special training 'along these lines', 
but that isn't the main problem here. This always must be the 
language. , : 

A conversation thus written and read should be thoroughly- 
drilled. But it must be a spirited drill. Do you remember what 
the Professor in the Normal said about 'Drills'? If not, read up 
that chapter, right now. 

You may also — you should — follow with a 'mechanical' drill on 
words that look alike and sound alike. If you had 'book' in your 
lesson, make a group of 'ooks', if you had 'man' use a group of 'ans.' 
English after all is not Chinese, and the unlocking of new words, 
the 'downing' ability should be drilled here as in a First Reader 
class. 

3a. Use the lesson in the book as a basis for your conversation, 
and for review. If the conversation was of the right sort, reading 
from the book will offer few difficulties, after the conversation was 
written on the blackboard, read and drilled. 

~~ ~ Steps for an Evening's Lesson. 

1. The teacher studies the lesson, picks out new words and pre- 
pares a probable conversation. 

2. Conversation to develop the vocabulary (book closed). 

3. The sentences' gained in the conversation are copied from the 
blackboard. 

4. They are read and drilled. 

5. Drill on new words only (everything else erased). 

6. Read the lesson from the book upon which the conversation 
■was based. 

Note. — ^This applies especially to the "Learning to read" period, 
and not to the "Reading to learn" period. 

Not every lesson in a book can be used this way. Some lessons 
are drills in enunciation, articulation, certain forms and idioms, 
language lessons, — these should be used as needed. 

4. Speaking in Concert and reading in Concert should be used 
almost entirely with beginners, until some confidence, self-reliance, 
ease and freedom of speech, mutual acquaintance have been brought 
about. Some people are so bashful that they simply can't speak or 
read alone, while in a crowd they do very well. If you are a good 
'Choir Director' you get all the false notes, anyhow. 

Concert work also keeps the class awake. This is not always an 
easy thing for the man who worked 10 hours in a ditch at 2 below 
zero, or 8 hours in a dingy tannery, or for a woman who did a heavy 
washing for 75 cents in the morning, and her own in the afternoon. 

4a. To overcome certain difficulties in enunciation, they should be 
drilled judiciously. Some foreigners cannot get the "th's" In the 
beginning (because they have none in their mother-tongue), others 
the V, the w, the j, etc. 



78 OuTLiisTES OP Lessons 

Some persons (older ones especially) cannot get tliem at all, or 
not accurate. Some have "no ear" for them. 

These things are not the most important issue, but should not 
be overlooked and neglected. They should receive due attention 
and be drilled ju-di-cious-ly. Adults are no children. 

5. Go slowly, and take frequent reviews. Just think how lim- 
ited a vocabulary a laborer uses. But that must be 'ready cash' at 
all times, and his talking machine must work automtically. 

6. Don't put all the money you get from Night school work into 
the bank. Invest a few dollars in a few good books on the subject 
you are teaching. Here are some: 

a. 'English for Coming Americans' — Teaching Manual by Peter 
Roberts, Ph. D. — 50 cents. Y. M. C. A. Association Press, New York 
City. 

b. 'The Art of Studying and Teaching Languages' by E. Gouin. 
Longmanns, Green and Co., 443 Fourth Ave., N. Y. City. 1 dollar 
50 cents. 

c. 'Lessons in English for Foreign Women' by Ruth Austin. 
American Book Co. — about 40 cents. 

d. 'The Direct Method' by Isaac Price, A. M. — about 40 cents, 
Frank D. Beattys and Co., N. Y. City. 

e. 'Everyday Language Lessons' by Markowitz and Starr — about 
40 cents. American Book Co. 

W. K. Weissboodt, 
1388 Humboldt Ave., Milwaukee, Wis. 



Institute op Teachers 79 



5. Apprentices. 



CITIZENSHIP FOR APPRENTICES. 



First twenty-four lessons. 



GEROLD P. D. ZARWELL. 



Committee. 



Gerold F. D. Zarwell, Chairman, Beloit, 

Jesse F. Cory, Cuclahy, 

W. E. Maddock, Superior. 



Madison, Wisconsin, Sept. 1, 1914. 

1. Government 

A. Meaning of the word government 

B. The significance of government to the individual and 

the community 

C. Laws 

2. Government of Self 

A. Self Control 

a. How developed 

b. Self control the hope of all government 

3. The Family 

A. Marriage 

a. Husband and Wife. Duties 

b. Children. Their duties 

B. The place and importance the family occupies in govern- 

ment 



80 Outlines of Lessons 

4. The Community 

A. Relation between people 

B. Protection of life and property 

C. As an aid in 

a. Business life 

b. Economy 

c. Transportation 

d. Exchange 

e. Communication 

f. Knowledge 

5. Citizen&hip 

A. Citizens 

B. Naturalization 

C. Aliens 

6. Rights of Citizens 

A. Personal Liberty 

a. Religious freedom 

b. Private property 

c. Freedom of speech 

d. Freedom of press 

B. Protection 

a. "Habeas Corpus" 

b. Protection in the home and community 

c. Protection in foreign lands 

7. Voting 

A. "Who may vote 

B. "Who may not vote 

C. Registration 

8. Elections 

A. Right of office 

B. Polls 

C' Counting of votes 

a. Majority 

b. Plurality 

9. Town and Townships 

A. Meaning of town and township 

B. Town government 

a. Town meeting 

b. Officers. 

1. Term of office 

2. Duties 



Institute op Teachers 81 

10. County 

A. Organization and Government 

a. County seat 

b. County board. Duties and powers 

c. County officers 

1. When and how elected 

2. Term of office 

11. State (Wisconsin) 

. A. Relation of state to national government 

a. Allegiance of states to the national government 

b. No conflict of state laws with constitution of our 

national laws 

B. Constitution (Wisconsin) 

C. Legislature 

a. Members. Qualifications and term of office 

b. Enactment of laws 

c. Powers and limitations of state legislature. 

D. Governor 

a. Election and term of office 

b. Qualifications and salary 

c. Governor's veto 

E. Other state executive officers 

a. Lieutenant governor 

b. Secretary of State 

c. Treasurer 

d. Attorney General 

e. Superintendent of Public Instruction 

f. Commissioners 

1. Railroad and Insurance 

2. Labor, Census, and Industrial statistics 

3. Dairy and food 

4. Game and Fisheries 

g. Boards 

1. Regents for the University and Normal Schools 

2. State Board of Control 

3. Health 

4. Examiners for Admission to the Bar 

5. Pharmacy 

6. Dental Examiners 

7. Teachers' Examiners 

8. Arbitration and Conciliation 

9. Immigration 

10. State Deposits in banks 

F. Judicial Department 

a. Courts 

1. Supreme 

2. Circuit 



82 Outlines op Lessons 

3. County 

4. Superior 

5. Municipal 

a) Cities 

b) Villages 

6. Justices' Courts 

a) Cities 

b) Villages 

c) Towns 
G. Taxes and Taxation 

a. The recent changes in the tax laws of Wisconsin; 

nature, purpose 

b. Mr. "B" living in the city of Beloit is taxed $51.37. 
Explain in detail just how this is determined 

c. Income tax (both U. S. and State) 

d. Inheritance tax 

e. Poll tax 

f. Licenses, and Fees 
H, Revenues 

a. Chief sources 

b. Amount (statistics) 

12. United States Constitution 

A. Original 

B. Revised 

C. Amendments. How many at the present date 

13. Congress 

A. Senate 

a. Senators 

1. How many 

2. Qualifications 

3. Term of office 

4. How chosen (recent changes in their election) 

5. Presiding officer and other officers of the senate 

6. Salary 

B. House of representatives 

a. Representatives 

1. Number determined for each state 

2. How chosen 

3. Qualifications 

4. Term of office 

5. Salary 

C. Powers and restrictions of Congress 

D. When and how often congress meets 

E. A Bill 

F. A Law 



Institute op Teachers 83 

14. The President 

A. When and how chosen 

B. Inauguration 

C. Qualifications 

D. Term of office 

E. Powers 

15. The Vice President 

A. When and how cliosen 

B. Qualifications 

C. Term of office 

D. President of the senate 

16. The President's Cabinet 

A. Powers and Duties 

B. Cabinet meetings 

C. Salaries 

17. National Executive Departments 

A. State. B. War. C. Navy. D. Justice. 

E. Treasury. F. Post Office. G. Interior. 
H. Agriculture. I. Commerce and Labor. 

J. Miscellaneous Boards and Commissioners. 

18. Military Functions 

A. Power of national government to raise and support armies 

B. Army and Navy 

a. Enlistment 

b. Qualifications 

c. Officers. Their education 

d. Militia 

C. Military Pensions 

19. International Relations 

A. Monroe Doctrine 

B. Arbitration 

C. Foreign Intercourse 

D. Diplomats, Consular Officers and Agents 

20. Coinage and Currency 

A. Money 

a. Definition 

b. Kinds of money in general;, differences and illustra- 

tions 

c. Reason why gold and silver have been universally 

used by civilized people. Physical properties of 
gold and silver 

d. Paper and different kinds of metallic money used in 

the United States 



84 ' Outlines op Lessons 

B. United States Mints. Location 

C. Banlis 

a. National 

b. State 

c. New currency law 

d. Various kinds of checks and drafts 

e. Deposits 

f. Bonds 

g. Mortgages 

21. Village Government 

A. Incorporation 

B. Village Board 

C. Officers and their duties 

22. City Government 

A. Incorporation 

B. Classes of Cities 

C. Functions 

a. Legislative 

b. Executive 

c. Administrative 

d. Judicial 

D. Common Council 

E. City Officers 

a. When and how elected and appointed 

b. Term of office and duties 

c. Salaries 

d. Vacancies. 

e. Removals 

F. Powers and duties of common council 

G. Commission form of city government 
H. City Boards 

a. School 

b. Fire and police 

c. Health 

d. Streets and Bridges. 

e. Inspectors — weights and measures, sidewalks 
I. Duties 

a. Health — quarantine — milk — water — fire — value of 
good police department — Law enforcement. Why? 
Streets — cleanliness — why? 

23. Essentials of 

A. Production 

B. Consumption 

C. Exchange 

D. Distribution 



Institute of Teachees 85 

24. Miscellaneous Terms used in our government. Their meaning 
and function 

A. "The Machine," ring, boss, etc. The meaning and ap- 

plication in politics 

B. Workmen's Compensation Act. Nature and purpose 

C. Filibustering 

D. Gerrymandering 

E. The Interstate Commerce Act and Commission. What is 

it and what for 

F. Employer's. Liability Acts. Purpose 

G. Recall. Initiative and Referendum 
H. Impeachment 

I. Counterfeiting 

J. Copyrights and Patents 

K. Reciprocity 

L. The Sherman Law. When passed and what for. In- 
stances of recent enforcement 

M. Tariff. New laws 

N. Parliamentary Rules and Practices. Parliamentary 
hints 



CITIZENSHIP FOR APPRENTICES. 
Gerolu F. D. Zarwelt., Beloit, Wis., Chairman. 

Topic No. 5, Citizenship for Apprentices, as outlined, now lies be- 
fore you and is open for discussion. Permit me to give briefly the 
necessary explanations. 

First, let us bear in mind, teaching citizenship to apprentices is en- 
tirely different than treating this subject in a regular public school or 
high school. Why? (1) The general knowledge gained from former 
schooling by these boys differs greatly; there is no uniform class as 
we may find it in a high school. (2) The same group of boys do not 
attend school during the same period of the four years of apprentice- 
ship. Some are continually dropping off, others are entering. (3) 
The class recitation covers only a few minutes. (4) The boys have 
no specified time for preparation. 

The foregoing statements bring to us the problem: How are we 
going to teach these boys the necessary points on citizenship. My 
suggestions are. Do not follow directly as I outlined on my paper, 
neither direct your instructions according to outlines as found in the 
ordinary civics books. Get away from text books as much as possible. 
Lead the pupils into a general knowledge of government and citizen- 
ship. Plant into them the conception, that when one says that "A is a 
good citizen," it ordinarily means that A is serviceable member of the 
cpmnaunity in which he lives. Have the boys understand that a broad- 



86 Outlines of Lessons 

ened and simplified conception of the meaning of citizenship is efficient 
membership in the community. That they understand the meaning 
of community life, what it does for them and how it does it, what the 
community has a right to expect of them and how they may fulfill their 
obligations. 

The city is the nearest community for the apprentices. Here is an 
excellent opportunity to study the significance of good citizenship. 
These boys in this class and age have a limited knowledge of their 
city government. On this basis we can build citizenship and finally 
work from this unit and carry it out into state and national govern- 
ment. 

Looking over my paper on citizenship you will undoubtedly say: 
"How are you going to present these different points of the outline in 
the short time allotted?" I will admit the time offered for this subject 
is too short; but, this obstacle or problem can be eliminated. In an 
indirect way carry your instructions of citizenship into most of the 
other subjects offered to the apprentices. The study of English (Where 
a weekly school paper, "Current Events," affords excellent reading 
material), Hygiene and Safety devices offer very satisfactory oppor- 
tunities to impart citizenship to these pupils. 

Good results are obtained by having individuals make a weekly re- 
port on a specified item referring to city government. For instance, 
a boy is to bring to class for the next week all he can learn about the 
city police department. In this way the boys alternate in bringing 
these topics to class. This form ol instruction produces a great aeai 
of good. The boys awaken and begin to form an interest for their 
city government; views and ideals begin to be established. In a nat- 
ural way these boys are led to study their community, and finally this 
habit is carried over into state and national affairs. 

The present elections will offer excellent material. Under present 
conditions in politics we find it necessary to show and impress upon 
the boys the far reaching significance of a good citizen to vote intelli- 
gently in order that such men may com,e into ofllce who really intend 
to represent the people and thoroughly work for the best of the state 
and nation. Here the teacher has a chance to do a noble piece of work 
by leading these boys to a correct conception of good government. Here 
I may insert that the teacher must be an example and impress upon the 
boys that he is sincere with what he says in the classroom. Have them 
feel what our teacher says will also be carried out by him in practice. 

The teacher must also be sociable with his pupils and especially does 
this refer to our apprentices. The majority of these boys have lost in- 
terest in school work. The man teacher who makes his boys feel, my 
entire instructions are only for you, only for your welfare, only for your 
future success, has won the respect and love of the boys. Our appren- 
tices as a rule have an antipathy against a teacher. They have greatly 
lost their interest in school and education, and it should be our aim to 
restore confidence in the teacher; then it will be easier to bring thes^ 
boys to a correct conception of good citizenship. 



Institute of Teachers 87 



6. Permit. 



CITIZENSHIP FOR PERMIT BOYS. 



First twenty-four lessons. 



L. P. WHITCOMB. 



Committee. 



li. P. Wliitcomb, Chairman, Oshkosh, 

E. E. Gunn, Jr., Green Bay, 

J. E. Roberts, Fond du liac. 



Madison, Wisconsin, Sept. 1, 1914. 



PERMIT PUPILS. 



1. Subject matter outlined for 24 Lessons. 

2. Topics for 24 Lessons. 

3. Outline for 24 Lessons. 

1. The Industrial School. 2 Lessons. 

Why established? 
Who may attend? 
Subjects studied. Why? 
Who pays the bills? 

City. 

State. 

2. Taxes. Personal. Real Estate. 2 Lessons. 

(a) How collected? Amount collected. 

{])) For what paid? City. State. NatiojaaJ. 



88 Outlines of Lessons 

3. Departments of City. 6 Lessons. 

Education. Board. Buildings. Equipment. Teacliers, 

Pupils. 
Street. Paving. Walks. Parks. 
Police. Courts. Charities. 
Water. Fire. Health. 

Who has charge of these? 

Who makes rules and regulations? 

4. City Council. 1 Lesson. 

Who are members? 

How are they chosen? Duties. 

How is the work divided? 

5. City Elections. 2 Lessons. 

When held? Who can vote? Who can be voted for? 

Who does the work? 

How does the police department help? 

6. State Elections. 2 Lessons. 

Who is elected? Names of offices. 
What are the duties of the legislature? 
Where do the country people vote? 

7. National government. 1 Lesson. 

Post Office. Letter carriers. Stamps. 

Where are stamps and money made? Who does it? 

Who pays the soldiers? 

Who builds the battleships? How are they named? 

8. Citizens. Community interests. 3 Lessons. 

Where do they come from? 
Natural. 

Foreign. Immigrants. Laws. 
Clubs and Societies. 

9. Transportation. 2 Lessons. 

Public Roads. 

Railroads. 

Steamships. 

Telephone. Telegraph. Messengers. 

How do these help us? 

Who owns them? 

What people are employed? 

What would the city do without these? 



Institute op Teachers 



89 



10. Business. 3 Lessons. 

Jobs. Common labor. 

How do these schools help? 

Why is an expert at any job worth more? 
~ " Who is building the biggist ditch in the world? 

Where is the Panama Canal? What is it for? 

Who can use it? What does it connect? 
Industries. Manufacturing. 

Cement. Iron. Wood. Shops. 

Automobile. Wagons. 

Woolen and cotton mills. Clothing. 

Sho'es. 

Furniture. Foods. 

Packing plants. Stock raising. 
Building. Construction. 

Banking. 

Currency. Money. Coin. Checks. Notes. 

Who regulates it? How is it designed? 

Where do we get our money? 

Why do we need it? 

Why not use products for exchange? 
Sources of information: 

Texts on Civics. 

Public library. 

Newspapers. "Current Events." 

Magazines. 

Introduction. Industrial school. 

Industrial school. 

Taxes. 

Taxes. 

City Government. 

City Government. 

City Government. 

City Government. 

City Government. 

Health. 

City Council. 

Elections. City. 

Elections. Parties 

State Government. 

State Government. 

National Government. 

PostofRce. Navy 
Community interests. 

Immigration and naturalization. 
Community interests. 

Commercial Club. Good Roads. Clean-up Club. 



Lesson 


1. 


Lesson 


2. 


Lesson 


3. 


Lesson 


4. 


Lesson 


5. 


Lesson 


6. 


Lesson 


7. 


Lesson 


8. 


Lesson 


9. 


Lesson 


10. 


Lesson 


11, 


Lesson 


12. 


Lesson 


13. 


Lesson 


14. 


Lesson 


15, 


Lesson 


16, 


Lesson 


17, 


Lesson 


18, 



Schools. 

Streets. 

Police. 

Fire. 

Water. 



Elections. Officers. 
Legislature. Laws. 



Army. 



90 Outlines of Lessons 

Lesson 19. Community interests. 

Protection societies. Labor unions. Churches. 

Lesson 20. Transportation. Roads. Wagon and Rail. Street Cars. 

Lesson 21. Transportation. Ships. Imports and exports. Trade. 

Lesson 22. iBusiness. Need of expert common labor. Pay. 

Lesson 23. Business. Industries. Special labor. Managers. 

Lesson 24. Business. Banking. How we handle our money. 

General plan for each lesson. 

1. Establish limits of subject matter to be taught. 

2. Presuppose the child to have certain knowledge of the subject 

or things related to the subject. 

3. Introduce the subject by arousing in the child's mind facts 

already known; the method may be that of a story or through 
questioning. 

4. Present the nev/ subject and connect it by its relationship to 

known subjects, or lead up to the new subject by the unfolding 
process so that the child may discover the new relationship. 

5. Emphasize the important points of the lesson by drill, either 

verbal or written. 

6. Make applicatio'n in the following directions: 

Manual — as shown in expression by writing, drawing, paint- 
ing, cutting, making, modeling, etc. 
Mental — as shown in added power to think and get new ideas. 
Ethical — as shown in conduct and right action. 



Lesson 1. 
Subject: The Industrial School. 

Aim. To show the purposes and necessity for the establishment of 
the Industrial school; where located; for whose benefit; and how 
cared for. 

Story from actual experience showing how training in the in- 
dustrial school improves one's chances to succeed. (Shop laborer 
who made every move count. Result high efficiency.) (Boy who 
learned to handle tools in industrial school gets good job in ma- 
chine shop.) 

Presuppose the class to know what schools are now established 
. in the city; quiz to get what they know. 

Why do we need more schools? 

How is the industrial school different? What is studied here 
that is not studed in the ordinary school? Why is it located here? 
How does it help those who come? Who else does it help? 
Write on the blackboard the employment found by the average 
school boy or girl? Write a list of the jobs in the city requiring 
the use of tools or special training. 



Institute of Teachers 91 

Emphasize the link formed by the industrial school between the 
common school and the industrial world. 

Emphasize the fact that anything worth doing and perfectly 
done, marks the doer as a high class citizen. 

Lesson 2. 

The Industrial School. 

Aim. Same as preceding lesson. 
How school is cared for. 

Teachers. 

Pupils. 

Janitors. 
Cost of care of school. 
Make list of maintenance expenses. 
Trace the money for 

Buildings. 

Equipment. 

Teachers. 

Janitors. 

Fuel, 
back to its source, the taxpayer. 
Make a list of the things we use every day and for which we 

pay money. 

Clothing. 

Food. 

Fuel. 

Houses. 

Newspapers. 

Street cars. 

Oil, gas or electricity for light. 

Water works. 
Schools, 

Industrial school. 
Who pays the bills? 

City. 

State. 
How are the taxes divided? 

Trace again the source of taxes. 

Lesson 3. 

Taxes. 
Aim. To get a clear idea of what taxes are; why needed; how col- 
lected; how distributed; and how increased or decreased. 
Kinds of Taxes. 

Personal. Direct. 

Piano. Household goods. Watch. 
Auto. Typewriter, Diamonds. Etc. 



92 Outlines op Lessons 

Real Estate. 

City property. 
Residence. 
Stores. 
Farms or country property. 
Special. 

Peddlers. 
Automobile. 
Road tax. 
Dog tax. 

Water. Light. Sewer. Pavement. 
(Why not tax each person one certain amount?) 
Duties of assessor. 

When is assement made? 
How are values determined? 
Rates — how determined. 
How taxes are collected. 
When. 
Penalties. 
To whom paid. 

How distributed. 
City. 
County. 
State. 
Indirect tax. 
National. 
Licenses. 
Drugs. 
Imports. 
Corporations. 

Lesson 4. 

Taxes. 
Aim. See Lesson 3. 

Review lesson three pertaining to collection of taxes. 
Taxes paid to 

City Treasurer. 
Distributed to 

County Treasurer. 
State Treasurer. 
What tax money pays for, 
City government. 
Salary of officers. 
Cleaning streets, parks, etc. 
Public Improvements. Bonds. 
Care of poor. 

Firemen, policemen, judges, clerks. 
Repairs to water, lights, sewers. 



Institute of Teachers 93 

(Get list of funds into which city money is divided.) 

Schools. 

Superintendent. 

Teachers. 

Janitors. 

Equipment. 

Buildings. 
How is this money paid out? 
How is it accounted for? 
Why do we put stamps on letters? 

Who gets the money for the stamp? 
How is this money used? 

Lesson 5. 

Departments of the City, Education. 

Aim. To teach the place and necessity of this department in city 
government. 
Where some of the taxes are used. 
Buildings. Grounds. 
Industrial School. 
Ward schools. 
High Schools. 
Equipment. Supplies. 
Teachers. 

Medical inspectors. 
Janitors. 
Fuel. 
Duties of the School Board. 
How elected to office. 
Division of_work. 
Committees. 
Teachers & Salaries. 
Supplies. 

Buildings & Grounds. 
Duties of Industrial Board. 
What are they? 
City. 
State. 
Is the Public Library part of this department? 

How is the school census taken? Why taken? 
What State officers are interested in the schools? 
What are the duties of the truant officer? 
Is he a policeman? 
How are the Ward schools located? 
Why are they needed? 



94 Outlines of Lessons 

Lesson 6. 

Departments of the City, Street. 

Aim. Same as lesson five. 

Duties of Street Department. 

Winter. 

Summer. 
Who orders new pavement? 

How paid for? 
How does the city Engineer help? 

If a circus comes to town with what city officer does the man- 
ager make his arrangements? Why? 
Relation of Street Department to 

Railway companies. 

Telephone companies. 

Gas companies. 
How is rubbish and waste material disposed of? 
Make a list of the apparatus used by this department in its work. 

Who buys it and how is it paid for? 
How can we help the Street Department? 

I/esson 7. 

Departments of the City. Police. 

Aim. Same as preceding lesson. 
Work performed by 

Policeman. Protection. 
Courts. Police. Juvenile. 
Necessity for 
Jails. 

Reform schools. 
Penitentiary, 
Organization. 
Chief or Superintendent. 
Captain. 
Lieutenant. 
Sergeant. 
Patrolmen. 
Why are plain-clothes officers used? 
Why do policemen wear uniforms? 
Why have policemen at Ball Games? Circuses? etc. 
'What would a policeman have to do at a fire? 
Are policemen employed outside of the city? 
What are the country officers called? 



. , Institute op Teachers 95 

liesson 8. 

Departments of the City. Fire. 

Aim. Same as preceding lesson. 
Duties. 
Equipment, 
Fire stations. 
Organization. 
Chief. 

Lieutenant. 
Drivers. 
Firemen. 
Drill 
Relation to Street Department. 
Use of teams for street work. 
Washing street pavements. 
Relation to Health Department. 
Relation to Police Department. 

Sometimes called to subdue riot. 
How are alarms turned in? 
Boxes. 
Telephone. 
When not on duty how is the fireman occupied? 
What recreation is provided? 
Visit the Fire Department. 
Why do the street cars stop when the alarm is given? 
What is the ordinance as to driving a wagon over the hose during a 
fire? 
What apparatus does a fireman use at a big fire? 
What safety appliances are provided in buildings? 
Fire Escapes. 
Ladders. 
Ropes. 

Slides. Spiral. 
Chemical Extinguishers.. 
Would the firemen have anything to do if all buildings were fireproof? 

liesson 9. 

Departments of the City. Board of Public Works. 

Aim. Same as preceding lesson. 
Public works. 
Water. 
Lights. 

Sewers. / 

Buildings, 



96 Outlines of Lessons 

How supported, and extended. 
Special tax on patrons. 
Sale of meters. 
Water. 
Light. 
How does a meter work? Draw diagram. 
How often is the meter read and who reads it? 
Where is it located? 

Why have public systems of water, light, and sewers? 
Where are the main pipes laid? 
vVhat is a Stand Tower? 
What purpose does it serve? 
What is the difference between water and sewer pipe? 
How are each laid? 

Regulations for use of 
Water. 
Sewer. 
Light. 
How is a fire hydrant located? When is it used? 
Who has a right to open it? 
Relation of this department to Fire and Police Departments. 

Lesson 10. 

Departments of the City. Health. 

Aim. Same as preceding lesson. 
Organization. 

Health officer. 
Assistants. 
Laboratories. 
Duties. 

■Quarantine. 

Plumbing inspectoTS. 

Garbage. 

Rubbish. 

What class of people are appointed to this office? 
Inspection of foods. 
Water. 
Milk. 

Why are milk peddlers licensed? 

Relation to Departments of 
Public Works. 
Water. Sewer. Buildings. 
Police. 
Street. 



Institute of Teachers 97 

Relatioa to 

Schools. Vaccination. 
Other physicians. 
Street car company. 
Public buildings. 
Who looks after sanitary conditions of railroad cars? 
Why are cuspidors allowed and not drinking cups? 
Why have a smoking car? Why not have other special cars for sim- 
ilar purposes? 

Lessson 11. 

City Council. 

Aim. To teach the legislative and executive branches of the city 
government. 
Mayor. 
Aldermen. 
Duties. 

In Council. 
On Committees. 
Meetings. How often? 
Ordinance. 
City employees. 
How appointed. 
Visit City Hall and attend Council Meeting. 
Write a description of the proceedings. 
How is the record kept? 
Who keeps it? Where can one get a copy of the proceedings of a 

council meeting? 
What other Council w^ork is printed in the daily papers? Why? 
Who puts the Mayor and Aldermen in office? 
How long do they serve? Do women vote for Mayor? 
Who can vote for city officers? 

licsson 12. 

City Elections. 

Aim. To teach the machinery of government. 
Getting ready for ah election. 
Caucus. 
Primary. 
Parties. 

Platforms. 
Based on public needs or questions. 
Division of City. 
Wards. 
Precincts. 

7— B. I. E. 



98 Outlines of Lessons 

Ballots. 

How printed? How voted? Machines. 
Who pays for it? Source of funds. 
What is on the ballot? 
Names of candidates. 
Questions for settlement. 

Public Improvements. Bonds. 
Who can vote? 

Men. Women. 

What qualifications? 
Who can hold office? 

What are the returns? Who counts the votes? 
How is the official report of the election made? 
How are the officials inaugurated? 

Lesson 13. 

Elections. Political Parties. 

Aim: To teach the purposes and functions of political parties. . 
Need of unity in voting. 
Names. 

Democrat. 

Republican. 

Prohibition. 

Socialist. 

Labor. 

Independent. 
How work is carried on. 

In the City, County, State, and Nation. 
Platforms. 

Discuss some- of the chief "Planks." 
Campaigns. 

Use of money. 

Speakers. 
Patronage. 

Appointive offices. 
Get ballot forms and pictures of voting machines. 
Discuss fully as possible the local party features. 

Iiesson 14. 

State Government. 

Aim: To teach relationship of Community and State. 
Departments for discussion. 

Game warden. Local incidents. Fishing illegally. 
Industrial Commission. Labor conditions. Laws pertain- 
ing to Permits. 



Institute op Teachers 99 

state Officers. 

Governor. 

State Superintendent. 

State Treasurer. 
How elected? Parties represented. 
Their duty to all the people. 
Appointive officers. Local State officials. 
Laws passed by the Legislature, pertaining to 

Railroads. 

Telegraph lines 

Highways. " 

Lesson 15. 

State Government. 

Aim: To teach relationship of individual to State. 

Make list of officers elected to office by voters of the State. 
What should a voter know? 

As to candidates. 

As to necessary legislation. 
How is a law made? To what extent is the individual voter 

responsible for the laws? 
Names of local Representatives. 

Why was he a candidate? 

Who may "run" for office? 
Why is the State divided into districts? 
What is. our district? 
How many voters in it? 
Where do the city people go to vote? 
Where do the country people vote? 



lyesson 16. 

National Government. 

Aim: To teach relationship of individual to nation. 

Discussion of the Post Office, lettercarrier, Parcel Post and 

Money Orders. 
Dead Letter Office. 

How letters should be addressed. 

Santa Glaus letters. 
Service of the Money Order Department. 

Postal savings. 
Railway mail service. 

How can a job be obtained? 
Organization of the Army. 

Regulars. Enlistment. Training stations. 

Volunteers. Local f^ompanies. 



Outlines op Lessons 

Organization of the Navy. 

Target practice. 

Inducements to enlist. 

Marines. 
Use war data as far as possible with pictures of troops, ships, 

etc. 
Revenue. 

Taxes. 

Postage stamps. 

Tobacco stamps. 



Lesson 17. 

Community Interests. 

Aim: To teach some duties a resident owes the neighborhood in 
which he resides. 
Pine lawns. 

Who enjoys them? 
Care of sidewalks. 

Loose boards. Accidents. 

Snow in winter. 
Who may own property. 

Citizen. 

Foreigner. 
How may a foreigner become a citizen? 
What privileges and duties does he then enjoy? 

Lesson 18. 

Community Interests. 

Aim: To teach the value of organization in the service of the com- 
munity. 

City improvements. 

Parks. 

Public buildings. 

New Schools. 

Play Grounds. 
Work of commercial club. 

Who are members? 

What is done? 
Influence with the city oflicers. 

Good government club. 

Clean-up club. 
Good roads club. 

Value of good roads to a city. 



Institute of Teachers 101 

liCsson 19. 

Community Interests. 

Aim: Same as last lesson. 

Review. Incidents in city affairs showing influence of certain 

groups of individuals, whereby improvements have been 

made. 
Recall law. 

Effect on officers. 

Value to the community. 
Influence of churches in good government. 

Young mens' clubs. 
Labor unions. 
: Wages. 

Time. 

Sick benefits. 

Apprentices. 

Co-operation with employers. 

liesson 20. 

Transportation. 

Aim: To teach the relationship between business and the transpor- 
tation lines. 
Good roads. 

Highways. 

Railroads. 
Advantages to business. 

How business depends upon these. 

Delivery of raw and finished material. 

Markets. 

Location of factories. 
Effect on cost of necessaries. 
Means of communication. 
Means of travel. 

I/esson 21. 

Transportation. 

Aim: Same as last lesson. 

Foreign trade. Exports. Imports. Local business. 
Steamship lines. 
Passenger. 
Freight. 

Improvements for safety. 
1 Wireless. 



102 Outlines of Lessons 

Connection with Railroads. 
Panama Canal. 
Cost. 

Ownership, 

Value from trade standpoint. 
Foreign. 
Domestic. 

Lesson 22. 

Business. 

Aim: Vocational guidance. 

Make a list of jobs filled by permit boys. 

What qualifications are needed? 
Make a list of desirable jobs. 
Preparation. 

Physical. 

Mental. 
What is an expert? 
How may one become an expert? 
Why does an expert get the highest pay? 

Ijesson 23. 

Business. 

Aim: Same as last lesson. 

Make a list of the local industries. 

Make a list of positions filled by men. By women. 

Discuss preparation and qualifications necessary to fill these 

places. 
What chances has a boy? A girl? Real stories of success. 
What constitutes desirable employment? 

Fitness of worker. 

Ambition of worker. 
Study and the specialist. 
Managers. 

"From Sweeper to President of the Bank." 

liesson 24. 

Business. 

A!m: Same as last lesson. 
Currency. 
Coin. 
The mints. 

IT. S. regulation of money, 



Institute of TExVchers 103 

Counterfeit. 

Bank. How money is handled. 

Deposits. 

Cliecks. ' 

Drafts. 
Starting an account. 
Value of having a bank account, even a small one. 

Credit. 
Habits in business. 



CITIZENSH,IP FOR PERMIT BOYS. 

L. P. Whitcomb, Oshkosh. 

The printed outline of this topic, now in your hands, should be an 
exact duplicate of the one printed last year with lessons 13 to 24 added. 
The subject matter for the twenty-four lessons was presented and the 
topics for each lesson indicated at the beginning of the outline of last 
year but only twelve lessons were worked out. 

Character of the outline. 

The Committee has received only favorable comment on this outline, 
but realizes that it falls short in many ways of serving its full purpose. 
In the first place, it is merely an outline and the bare skeleton of the 
subject and presupposes that the teacher is able to plan each lesson 
from the items in the outline based on the aims indicated. Second, the 
subject is not exhausted even from the standpoint of the school and the 
people taught since the experiences of the latter vary greatly. It is evi- 
dent that stories and material relating to such items as holidays, the 
Constitution of the State and United States, character sketches of prom- 
inent men and women, some history and incidents relating to the cus- 
toms of our city, State and National life, will need to be added where 
necessary- to make any one lesson complete. It does not appear to the 
committee that it is possible to furnish a complete lesson plan with each 
lesson outline, that would be satisfactory to every teacher in every com- 
munity. More or less material of local interest is necessary to any text 
on this subject. Third, unless caution is exercised, the time allowed 
for each lesson will be found to be too short to cover all of everything 
suggested. The items should be selected and built into a lesson to fit 
the situation, and the skillful teacher will take advantage of circum- 
stances and use only that much of the outline as time and conditions 
will permit. The committee thought it better to have something left 
each time for future reference, perhaps, since the same teacher may 
have the same pupils two years, to cover the same subject. Hence it 
might be well to consider the present outline divisible by 2, so far as 



104 Outlines of Lessons 

suggested material is concerned. Fourth, the sequence of lessons is not 
fixed, although they are numbered from 1 to 24. It may be desirable to 
rearrange the order as in the case of Lessons 12, 13, and 14 on Elec- 
tions and Political Parties. It would be well to plan lessons on these 
subjects during a campaign or immediately after an election, so that the 
general atmosphere of the community, charged as it usually is with 
election sentiment, may be used to full advantage. The comment on 
the campaign of various candidates, and the political advertising ap- 
pearing in the daily press, coupled with the principles of government 
found in the best text books on the subject, furnish plenty of material in 
printed form and strictly up to date, for the uses of the teacher and 
class. The same is true of the lessons on the various departments of 
the city government. Should it happen that you were in the midst of 
the series of lessons connected with State or National affairs, and a 
campaign .start in your city to vote bonds for a new school building, it 
would be Avell to quickly switch to lessons 5 and 12 and make this ma- 
terial the subject of discussion in order to get the benefit of current 
local interests. Fifth, the importance of the items suggested in the 
lessons is not indicated. This could not be done in making an outline 
suitable for all communities. Take the lesson on the Street Depart- 
ment, Lesson 6, to illustrate. The item on "Pavements" and the "Cir- 
cus" should receive very little, if any attention, in case that at the time 
of this lesson, there should develop or be in progress, a public discus- 
sion regarding a franchise for the use of certain streets by the street- 
railway or telephone company. In some instances strikes are on while 
the streets are torn up for new tracks or repairs. This then would be 
the important item to present to get the subject of streets and the 
street department and the interests of the public therein, before the 
boys in your classes. On the other hand, if a circus is billed for your 
town, or one has recently visited your neighborhood, don't fail to make 
use of this very, very important event. You can introduce the City 
and State regulations pertaining to circus licenses, use of streets, effect 
on pavements, police regulations regarding theft, published instructions 
to the public as to care of horses on the streets during the parade along 
with Incidental suggestions as to the habit of leaving horses untied, 
position of vehicles at the curb, etc., and the help individuals may give 
to the matter of keeping the streets in condition. Numerous incidents 
may be referred to along these lines and no doubt the members of the 
class will contribute from their experience large and interesting items. 
In another way, this outline is subject to a general criticism made 
on all of the outlines, viz, "that they tell what information should be 
imparted * * * but do not indicate how this information is to be 
correlated with the occupations, industries, and activities of the learn- 
ers or the community." The time allotted to this topic on our program 
will not permit a full discussion of these relationships for each indi- 
cated lesson. A few suggestions may be offered in answer to this 
general criticism. Some have already been made. 



Institute of Teaceiers 105 



The Plan for Each Lesson. 

In the fiist place each lesson has an aim, and five or six steps are in- 
cluded in a general plan which should be followed. This general plan 
is found at the beginning of the outline. 

Step 1. "Establish limits of the subject matter to be taught." 
This is done by the outline for each lesson and that is about all the 
outline does do. This information together with the criticisms already 
offered should enable every teacher to pick out that subject matter best 
suited for the purposes of the lesson. Every class will have something 
to add to the topics discussed and their contributions should be made 
to have a bearing on the lesson in hand. 

Step 2. "Presuppose each boy to have certain knowledge of the sub- 
ject or things related to the subject." 

The outline does not attempt to show what things pertaining to citi- 
zenship are known to the permit boys or are supposed to be known by 
them. These boys have had varying experiences in school and at home. 
The gi'oups are composed of those who may scarcely be able to read 
and write, and those who have had the work of the ninth grade. Some 
come from homes where books and reading material and the atmos- 
phere regarding the use of these is good; the others get their informa- 
tion, if they have any, voluntarily or involuntarily, by word of mouth 
from their associates. A knowledge of the environment of the boy, the 
school he has attended, and the work he is doing, will help somewhat 
in determining the extent of this step. The fact that these boys are 
just out of school, the regular school, permits us to presuppose that 
they know the general facts concerning schools in connection with 
Lessons 1, 2 and 5, regarding Rules and Regulations on attendance, 
conduct and study, recitation, care of property, etc. Board of Educa- 
tion, Superintendent, truancy. Truant Officer, etc. The fact that some 
of these things cost some money may also hazily exist in their con- 
sciousness. 

In Lessons 3 and 4 on Taxes, varying degrees of knowledge will be 
found. The majority know that public expense is met by tax money; 
that dogs, autos, motor-cycles, hunters, milk peddlers, saloons, and real 
estate are taxed, but without much notion of how the tax is levied or 
why on these and other particular things. Most of them know the 
postage stamp and the fact that packages of tobacco and beer kegs bear 
stamps of a particular kind. A few know why or a small part of the 
why. 

In Lessons 5 to 11 inclusive, considerable information may be taken 
for granted. The stress should be laid on the relationship existing 
between the departments and the service these render the community. 
The close connection between these departments and the health and hap- 
piness of the community will easily appeal to these boys thereby de- 
veloping their loyalty and cheerfulness in supporting the local needs. 

For Lessons 12 and 13 we find that the boys at least know about 
Wards, Voting Places, Voting Machines, candidates, the names of some 



106 Outlines of Lessons 

of the offices to be filled, and that men are democrats or republicans, etc. 

For Lesson 14 and 15 they know Governor, Industrial Commission, 
Game Warden, and have some conception of a law-making body. The 
majority know something of the geography of the State with its divi- 
sions into Counties and Townships. 

Lesson 16 on the National Government is lai'geiy new material. The 
boys know the map of the United States, that there is an army and 
navy, something about the Post Office and its work, that there is a 
President and Avho he is, and that "there is a government which owns 
the army and navy." 

For Lessons 17, 18 and 19, on Community Interests, we may presup- 
pose that the boys recognize certain things which make life in the com- 
munity more desirable, such as nice lawns, well-kept yards, shade trees^ 
parks, safe public buildings, organizations that use their influence to 
compel good government, enforcement of law, unions, sick-benefit so- 
cieties, etc. 

Lessons 20 and 21 presuppose a knowledge of paved streets, high- 
ways, railroads, telegraph and telephone, , wireless communication, 
steamships, and more or less transportation detail. 

On Lessons 22, 23 and 24 pei'taining to business, they know there are 
jobs, wages, bosses, "a chance for a raise" (mostly chance). Banks a& 
a place to keep money, if one has more than he can spend, factories 
and shops as business belonging to the "big boss," and some very hazy 
notions of their status as employees. They possess some slight intel- 
ligence that they can do better at some jobs than at others and all ap- 
pear to have ideals that the future is rich for them. 

No doubt there will be a wide range in the amount of information 
possessed by the individual pupils of any group, but in general we 
may depend upon the above as an average. 

Presentation. 

Step 3. "Introduce the subject by arousing in the minds of the mem- 
bers of the group, facts already known; the method may be that of the 
story or through questioning." 

This step places the teacher in a position to confirm or modify his 
opinion stated in Step 2. It also gives these boys a chance to "show" 
what they know, and most of them take pride in "showing" that they 
know something about everything. As an illustration of the story plan^ 
the following is a sample: The teacher comes before the group to give 
the lesson on the Street Department. He begins by holding up a pic- 
ture showing a wreck of a wagon, carriage, or auto, preferably the 
latter. He tells the story of a joy-ride by three men, perhaps partly 
intoxicated. In their trip going at high speed, they come to a long in- 
cline, at the bottom of which there is a sharp turn of the roadway. 
Owing to their speed they are unable to make the turn safely and the 
result is shown in the picture. At once the teacher is greeted with 
the question, "Did you hear of the accident at the corner of "0" and 
"Tenth" streets yesterday?" Then follows a brief description of a col- 



Institute op Teachers 107 

lision between an auto and a street car due to the fact that the di'iver's 
sight was obscured by piles of building material in the street. All of 
which leads up to a discussion of the use of the streets for builders* 
material; how contractors get this privilege; how long such use is 
proper; what precautions are taken to protect the public by way of 
lights at night and guards in the day-time; the advantages of paved 
over unpaved streets; ordinances pertaining to paving streets; care of 
sidewalks; riding bicycles on sidewalks; rights of street car companies* 
telephone companies, etc., and care and cleaning of the streets. 

As an example of the questioning method the following is a samples 
After the usual preliminaries the teacher asks, "Jim, What is the dif- 
ference between the uniform of a fireman and that of a policeman?" 
Jim answers, "The policeman wears a helmet on his head and a star 
on his coat and carries a club." "Do all policemen wear a uniform?" 
"Yes" answers one. "No" answers another. "Is a detective a police- 
man?" Answers of "No" and "Yes" are given along with some defence 
of the answers. "Does a detective wear a star or badge?" "Sure they 
do," is the answer. "Does a policeman always wear a helmet?" An- 
swers of "Yes" and "No, he sometimes wears a cap like the fireman," 
are given. The questioning is usually broken up and made more inter- 
esting by discussing the why, when, and where the policeman appears 
in his various uniforms of oflBice, also what really makes him a police- 
man and in what manner he gets his job. Then naturally follow tMe 
items in discussion found in Lesson T, so far as time permits. 

Use Personal Experiences Freely. 

Every local event in the life and experience of the boy should lie 
used to emphasize the protection feature of this department. Bring 
out the contact of this department with the courts, fire department, 
collection of dog licenses, etc., health department and traffic througb 
the streets. There is no limit to the approach to these topics, except 
that the teacher should endeavor to engage the attention and excite 
the interest of the boys with the first move or question. A strong, 
simple question, or a picture to attract the eye has been found to be a 
good introduction. 

Not a New Plan. 

These suggestions are not new and several questions are included in 
the outline in a number of the lessons. The method employed depends 
largely on the experience of the teacher. The subject matter of the 
stories and questions should be vividly within the experiences of tie 
class. 

Relationships. 

Step 4 involves the presentation of that which is new in the lessoia, 
and the establishment of the relationships, no doubt referred to by Mr. 
Hicks, in his circular letter pertaining to these discussions. 



108 Outlines of Lessons 

What are the relationships to be established between the instruction 
In Citizenship and the interests and activities of the Permit Boy? In 
general these boys need impressions that will establish good ideals of 
Citizenship. 

These impressions must be made by discussion of vital topics closely 
related to and within the understanding of these fellows. 

These discussions should be so conducted as that the experience of 
each boy will contribute, and also confirm the value of the ideas set 
forth. 

Aims And Purposes. 

Lessons 1 and 2 emphasize the work of the Industrial School with a 
view of making the mental attitude of these boys right toward the 
school; also favorable towards study and self-improvement in connec- 
tion with their occupations. 

Many have left school because of dislike for it; or because their de- 
sire to earn some money and the opportunity to get a job offer stronger 
attractions than more school work. 

Once at work, they begin to form judgments on their earning ability 
and what they know. Naturally the amount of wages paid them is 
compared with that paid their co-workers. Why the difference? 

They meet those who have spent years at toil and are still drawing 
a low wage. Why? The men they call "boss," "little boss" or "big 
boss" get more money or as they see it, "big wages." Why? They find 
that he knows more and therefore can do more. He has studied and 
learned as he worked. 

Here is the opportunity for the Permit Boy to continue his education 
in a general or special way, as his needs appear, along the lines of his 
occupation, or an occupation which he may choose. Every reference 
at the teacher's command should emphasize these needs and cite the 
close connection between study, application to the requirements of one's 
work, and success. Every boy likes to talk over his plans and his job, 
and in the majority of cases takes the right view of the efforts of the 
industrial school teachers. 

At least one boy during the past year is an example. His work in 
the industrial school won him the recommendation for a place in a 
local bank with good opportunities for advancement. While in the 
school he worked as errand boy. The requirements for the new posi- 
tion were satisfied because he was at work and because the character 
of his efforts in the industrial school indicated his worth. He will con- 
tinue to study in evening school. Frequent reference should be made 
to instances such as this, as an inducement to others to make good use 
of their time. These build the business reputation of your school. 

Others now working at small wage jobs may be induced to take hold 
of some study and improve their chances in an occupation by becoming 
apprentices in certain trades in which they have become interested. 
The mental attitude of the Permit Boy should incline favorably toward 
the whole scheme of the school, and a fair survey of the laws, organiza- 
tion, and purposes at the outset will materially help this attitude. 



Institute op Teachers 109 

Lesson 2 introduces tlie relationship between ability to earn and per- 
sonal needs. It opens the way for a discussion of the present employ- 
ment of the members of the class, together with the permanency and 
opportunities in this employment; whether likes or dislikes for a job 
have anything to do with success for the worker; whether there is a 
basis for finding out the best job for each individual and what some 
of the outlets might be from some of these first lines of boy-employ- 
ment; what jobs are only "blind alleys" leading to no recognized trade 
or profession ; and what jobs do lead to trades or positions offering good 
incomes and which are recognized as profitable employment. 

Lessons 22 and 23 survey the field later, and emphasize the relation- 
ship between care, study, and selection of suitable employment with the 
future in view. The listing of desirable jobs, the second item in the 
lesson, and a study of requirements that go with each one, along with 
suggestions as to forms of expertness that may be worked out in each 
line, will certainly make good impressions on these boys for future 
thought. Many of them need to have their present with its opportuni- 
ties coupled with their future possibilities in a definite way. They need 
guidance and frequent views of a promised land, the result of earnest 
effort. All of these boys have ideals and ambitions with regard to their 
work and future and the wise teacher will not neglect this fact in con- 
nection with these lessons. 

Lessons 3 and 4 have a bearing on the relationship between the wage- 
earner and the community. Public or common needs and necessities- 
require from each member of the community his contribution and sup- 
port. The greater the ability to earn or possess, the easier to meet thiS' 
demand for the necessary contribution. 

Connection may be made in these lessons with some of the objections; 
made to paying taxes, and some of the real reasons why, behind the- 
objections usually offered, such as spending for luxuries beyond one's, 
earnings, gambling, drinking intoxicants to excess with its attendant 
effects on ability and standing, reckless investments coupled with poor 
sources of advice together with poor business management due largely 
to lack of preparation for the business or ignorance, etc. Mention 
should also be made as to the returns to service to each member of the 
community from the standpoint of personal protection to health, prop- 
erty, employment, etc., emphasizing schools and health expenditures. 

Lessons 5 to 10 inclusive afford opportunity to take up more in detail 
the principal items of expense for which the public must contribute 
as individuals according to their wealth. The privilege of participa- 
tion in the enjoyment and advantages resulting from these public ser- 
vices should be reviewed from the standpoint of the wage-earner, his 
family, his employer and their needs. Protection for the public in all 
activities means safety for the individual; sane health regulations and 
sanity requirements for the community, fully enforced in home and 
workshop, spells happiness, safety, and economy for the individual; 
good schools although costly are the basis of general intelligence which 
means higher individual ability. 



110 Outlines of Lessons 

Lessons 11 to 16 inclusive should bring out the relationship existing 
between the individual, and the local, State and National governments. 
These should be established by the discussion of those features with 
which the Permit boy as a wage earner, comes in contact, viz., Use of 
the ballot as a legal voter; the right to hold office by appointment or 
election; qualifications for citizenship and privileges therewith; influ- 
ence of the laboring classes in legislation; both local and national; 
Bead of intelligent study of public questions in connection with voting; 
value of identification as a member of a voting unit or party; relation- 
sMp generally between public questions and the interests of the wage- 
earner and private citizen; value of study of departments of govern- 
ment as related to service to States and individuals; value of habits 
of reading both books, papers, and magazines, along the lines of cur- 
rent events of public interest, etc. 

Lessons 17, 18, and 19 afford an opportunity to present features of 
community interest from the standpoint of duties which the individual 
©wes the community, not as a resident merely, or property owner, but 
especially because he is a citizen and a shareholder in the rights and 
privileges of the community, State and Nation. 

Lessons 20, 21 and 24 make it possible to emphasize the relationship 
between farm and city; producers of raw material and the manufac- 
turer; the dependence of the wage earner upon all of these; the value 
to the poor individual, in the maintenance by wealthy corporations, of 
safe and satisfactory means of communication for news, information, 
and the necessities of life; the relationship between these accommoda- 
tions and the departments of government; the value of large corporate 
interests from the standpoint of employment; and the value of credit 
from the wage-earner's standpoint. 

These and other relationships should be in mind in the teaching of 
, these lessons as the points to be fixed as a result of the study. The 
application of this work should show in the future habits and ideas. 
An appreciation of these phases of the relationship between the indi- 
vidual and the community, State, and Nation in which he lives, will aid 
in the improvement of the mass of our citizenship. 

To aid the teachers in the presentation of these les' ons as outlined, 
it is advised that the following reading n^atter be fui'nished the class 
from which they may select articles for class or individual reading; 
local and State newspapers; school papers such as Current Events and 
Current Topics; illustrated magazines, such as Leslies Weekly, Colliers 
Weekly, Technical World, Popular Mechanics, when such magazines 
have good pictures or articles on the topics in hand; publications fully 
illustrated pertaining to health, such as the phamplet published by the 
health department of this City (Milwaukee). The use of these greatly 
assists in the formation of habits of reading to keep posted on public 
affairs. Such events as the Mexican War and the present European 
struggle furnish a continuous civics topic, and a collection of pictures 
showing characters and events excites a habit and interest that is worth 
while in this study. 



Institute of Teachers 111 

The close connection between the study of citizenship sanitation and 
hygiene, safety, and English through reading and discussion, indicates 
that Citizenship is tlie basic topic and may be used to stimulate to good 
advantage, the desirable interest and attention to these other admirable 
subjects of instruction for the Permit boy. 

The following texts will be found to fit this outline: "Lessons for 
Junior Citizens" by Mabel Hill. Ginn & Co. "The Young Citizen's 
Reader" by Renisch, Sanborn & Co. "Good Citizenship" by Julia Rich- 
man, American Book Co. 



CITIZENSHIP FOR PERMIT BOYS. 
SuPT. E. E. GuNN, Jr., Green Bay, Wis. 

Many things enter into consideration when one plans a series of les- 
sons for boy Permit pupils. One of the points that needs to be made 
most emphatic is that these boys, who range from fourteen to sixteen 
years of age, need to know about the things that are taking place al- 
most daily about them. They must be lead to think about their homes, 
their school, their city, their state and their country, and they must be 
made to see how necessary it is for the general wellfare that each one 
does his part intelligently. 

The home should be used as a basis in gaining a knowledge of gov- 
ernment. The duties, rights, and responsibilities of the various mem- 
bers of a family should be taken up and discussed. 

The school, which next to the home is nearest to the understanding 
of the pupil, forms the basis for the next topic of discussion. Nothing 
will tend to get pupils interested in the school and thus to make the 
most of their time as much as a true knowledge about it. Under this 
topic such subjects as "The Purpose of the School," "Where the School 
Gets Its Money," "The Various Officials Interested in Administering the 
Laws," etc., will bear much fruitful discussion. 

The question of schools will naturally lead up to the question of taxes 
and how they are obtained. To unde'rstand this fully it will be neces- 
sary to know something about the various units that make up the state 
such as town, city, county, etc., and also to know something about the 
various officials of these units. 

The functions of the various departments of the city government 
should be discussed, and concrete illustrations given as to how each 
one benefits by them. The pupils should be lead to see that both in the 
efficiency of those who make, direct, and enforce the rules and regula- 
tions of these departments, and in the obedience with which the people 
for whose benefit these rules and regulations are made, depend the 
safety and happiness not only of others, but also their own safety and 
happiness. 

There will follow lessons on the state government, care being taken 



112 Outlines of Lessons 

to keep the discussion within the limits of the understanding of the 
pupils. In the same way topics about the United States Government 
will be taken up next. 

Along with the discussions on the topics already mentioned there 
should be lessons on transportation, business, public utilities, etc. In 
these discussions an attempt will be made to show both the duties and 
rights of those engaged in these works, and the duties and rights of 
the public, in regard to them. 

An interest should be created in current events and the pupils lead 
to note what is going on at the present time. This will have a great 
effect in producing intelligent citizens and should not be neglected. 

The keynote of the work in citizenship with permit boys, as I see it^ 
is to awaken an active interest on the part of the boys in what is going 
on around them and to do this by giving them an intimate knowledge 
of these various activities. This interest once aroused will lead them 
to further increase their knowledge concerning the processes of govern- 
ment and business. The work should be largely individual and each 
pupil studied carefully by the teacher in order to get the best results. 

Concrete illustrations should be used where ever possible and the 
pupils lead from the known to the unknown in order to make the boys 
more fully realize their duties and rights and the duties and rights of 
others. 

Our attempt should be to develop the boys into intelligent citizens 
who will be useful members in the community in which they live. 



CHILD ENTERS LIFE BLINDLY. 

Wm. Leiserson, Assistant Director of the Federal Commission on 
Industrial Relations. 

The greatest of our industrial problems is unemployment. We 
are finding that it is the most fundamental of the causes of unrest 
now being studied by the commission. One great cause of unem- 
ployment is ignorance. The schools must change their system of 
education to meet the requirements of the day. If education were 
a real preparation for life, there would be fewer misfits. Much 
of the unemployment is due to misfits. 

" Job Does not Fit Man. 

If we had an education directed to the actual knowledge of in- 
dustries and industrial conditions much unemployment v/ould be 
eliminated. Wage earners now lose 20 per cent annually of the 
wages they might earn through unemployment. The job and the 
man do not seem to fit in many cases. In the Milv.'aukee Employ- 
ment Office, 50 men, say, will be provided with work in a given 
day. At the end of the day, however, about 40 jobs remain unfilled, 



Institute of Teachers 113 

although there may be 100 or 200 applicants for work who can not 
te accommodated. The man, in other words, hasn't been able to 
connect with the job. 

In the first place, this is due to ignorance. In the second place, 
the machinery with which to find jobs is needed. 

The greatest step that the child takes in the fight of life is when. 
he leaves school to enter the industrial world. It is taken blindly, 
more often than not. He takes a job because it is close to home, or 
because a friend is working there and he pays no regard to whether- 
there are possibilities in the job, whether it leads to advancement, 
whether the field is crowded, or whether he is fit for the work. 

In the schools we ought to have people teach the child the in- 
dustries of the state, what they demand, what qualifications are 
necessary to enter them, what prospects they have to offer, then 
there should be a bureau for placing the children at work under 
proper direction. 

Immigrant Must Be Placed. 

We have another problem, that of the immigrant. In many re- 
spects his problem is like that of a child. He comes to this coun- 
try ignorant of its language. Then he should be taught industrial 
geography so that he may go where the labor in which he has been 
trained is wanted. If every immigrant were thus instructed, yoU' 
v^-ould find fewer Italian peasants in sweat shop work when they 
should be working in the fields where fhey are needed. 

We have a vast problem in the itinerant worker. One reason 
for his plight is the lack of adjustment of his education to the in- 
dustries of the country. An alien has to work here about three 
years before he knows the institutions of the country. Often by 
that time he has been made unfit for steady work. 

8— B. I. E. 



114 Outlines of Lessons 



7. Permit. 



CITIZENSHIP FOR PERMIT GIRLS. 



First twentj^-four lessons. 



MRS. R. Mcdonald. 



Committee. 



Mrs. R. McDonald, Chairman, Madison, 

Florence O'Neil, Green Bay, 

Mary D. Bradford, Kenoshao 



Madison, Wisconsin, Sept. 1, 1914. 



CITIZENSHIP FOR GIRLS 

Mrs. Rachel McDonald 
Introduction 

The general aim of this course is to develop those qualities 
which enable the girls to be more efficient in service, and more 
trustworthy in character. 

I have an outline of twelve lessons, and each lesson may be 
divided into two parts. The material in Division I is intended 
to help the teacher in preparing for part of the class-room 
work. 

The teacher will assign a certain number of questions in 
Division II, after she has presented the lesson. 

The content of the outline is as follows: 

1. Choosing a vocation. 

2. Concentration. 

3. Government of self. 

4. The Relation of Integrity to Business Success. 



Institute of Teachers 115 

5. Direct Interest in otliers as a Business Asset. 

6. The Citizen of the Home. 

7. The Citizen and tlie Community. 

8. Comparison of National, State, and Local Govern- 

ment. 

9. The Laws of Wisconsin governing the Industrial 

Education of Girls. 

10. Friendship. 

11. Reading. 

12. Service and Character. 

The True Citizen, Forman's Essentials of Civil Government, 
and Frank Chapman Sharp's Course in Moral Instruction for 
High School, were used in the preparation of this course. 

The object of this course is to advance the physical, social, 
intellectual, moral and spiritual welfare of young women. 

Citizenship for Girls 

The movement toward universal suffrage has given to our 
schools a new character; it imposes upon the teacher new 
duties. The school is no longer a place to which a girl resorts 
for information that may prove useful in private life; it is 
the source from which it is to be drawn, together with the 
principles of universal morality, a knowledge of her rights 
and duties in regard to public life; it is the school of patriot- 
ism and citizenship. 

The girls will soon be voters, and it is necessary that they 
be trained in the fundamental principles and laws by which 
they are governed. They should become familiar with the 
society of which they are soon to become members. They 
should know the civil duties they are to fulfill, and the insti- 
tutions they will have to strengthen. 

The girl is to be not only a voter, and a subject of law; she 
is also to be a member of a family. She is to be a worker en- 
gaged in some occupation which will be of use to society and 
which will maintain her ov/n independence and self-respect. 
She is to be a member of some particular neighborhood and 
community, and must contribute to the decencies and graces 
of civilization wherever she is. For true citizenship develops 
the power of observation, analysis, and inference with respect 
to what makes up a social situation, and agencies through 
which it is modified. 

The object of this course is to advance the physical, social, 
intellectual, moral, and spiritual welfare of young women. 

Dr. Thomas Arnold said every person, from the highest to 
the lowest, has two businesses. One is his own particular 
calling, to which he looks for a livelihood. The other is a 
general calling, which he or she has in common with the rest 
of the people, namely, the calling of a citizen and a man or 
woman. The man or woman must have special education for 



116 Outlines op Lessons 

Ms special calling, and general education for his geijeral call- 
ing. 

Specialization may prove dangerous if confined to its narrow 
bounds. The citizen must get breadth of vision. They will 
be precisely those fields which tend to produce good stuff for 
public service. The American student should be taught that 
American institutions rest upon the individual responsibility 
without respect of persons. She should be made to feel that 
she will soon be required to assume this responsibility, and 
that these lessons are to equip her for citizenship. Obedience 
to law cannot be over-emphasized. Our public schools are. 
often creators and moulders of public opinion. Not long since, 
I was impressed with this fact, even with the young. There 
had been a great fight on a vote of $100,000 bond for the erec- 
tion of a new high school building in the city. As I was go- 
ing down the street the next morning after election, a little 
white-headed boy, in company with his companion, emerged 
in front of me as I was crossing the street, and walked some 
distance with me. He had his hands in his pockets, the bill 
of his cap was on the back of his head, and with an air of a 
successful politician, he said, "Well Charlie, I'se so glad we dot 
the bonds for the New High School Building. We shure did 
work hard for it." 

Time should be given to the discussion of the purpose and 
scope of the industrial school. Mrs. Lucinda W. Prince of 
the Industrial School of Boston said: Continuation schools 
have a two-fold purpose — to prepare pupils for citizenship in 
the broadest sense and to increase their skill and adaptability 
in bread winning occupations. 

There are 100,000 wage earning women in Chicago. 30,000 
of this number are working in manufactures. They do cease- 
less mechanical work, and live colorless, uneventful lives. 
New York City has 70,000 women working in clothing fac- 
tories. For many years, there have been laws enacted and 
enforced for regulation of hours of labor, better sanitary con- 
ditions, etc., and I am pleased to say much good has been ac- 
complished. Trade unions, homes for working women, wel- 
fare establishments, and working girl's clubs have been or- 
ganized for the protection and uplift of working women. 

"The educational forces of our country have not kept pace 
with the commercial and industrial, while the commercial 
world with its inventions and improvements is each year add- 
ing to its efficiency and complexity. 

These conditions require trained hands — not of the few, but 
of the many. What have our schools done to meet these con- 
ditions? They have stood aloof from the rest of the world. 
Their methods, ideals, and environments, have been clothed 
with a mystic shroud from which the business and commercial ■ 
world were religiously excluded. The hustle and bustle of 



Institute op Teachers 117 

commerce, the clang and clatter of the manufactory were not to 
be supposed to be conducive to the enlightenment of the mind or 
the cultivation of womanly virtue and intelligent stature. The 
less an instructor knew about them the better. The classics, 
their history, construction, and interpretation were all that in- 
terested her, and if a student could not be induced to concen- 
trate her mind on the aesthetic side of her nature, she had no 
use for education, she should become a common laborer, and 
"earn her bread by the sweat of her brow". So said W. B. 
JHunter, director of industrial school. 

It is true that we used to think that all that a toiler needed 
to know was how to cipher, read, and write. The modern 
idea is different. The toiler must be better equipped in both 
his special and general calling. The continuation school's gen- 
eral aim is to do this kind of work. The part assigned to me 
was Citizenship for Girls; the twelve suggestions in lessons are 
to be modified at the teacher's pleasure. The first three, choos- 
ing a vocation, concentration, and the government of self, are 
the atmosphere in which the girl moves and lives. My desire 
is to arouse interest in self-respect, self-reliance, and self-con- 
trol. The teacher must grapple with the problem how to render 
lucid and pleasing those truths which flow from the very nature 
of woman and the existence of society, and to induce the girls 
to make them their line of conduct. 

The relation of integrity to business and direct interest in 
others as a business asset, are so arranged as to enable the 
teacher to become acquainted with girl's ideas of reverence, of 
honor, of loyalty, of truth and social courtesy. Then the 
foundation of civic duty will be laid. Every opportunity for 
questions regarding shop-work is encouraged in the school, 
and these questions are of the most intelligent nature. 

The citizen and the home, the citizen and the community, 
and comparisons of state, local, and national governments 
should follow each other. The education of the American 
girls must be American in type. It must impress all who re- 
ceive it with our combination of local home rule in most 
things with supreme control at Washington in a few things. 
Emphasize some provisions that are conducive to good citizen- 
ship; that we. have security to person and property from all 
unjust attack; that we have no privileged order, etc. Teach 
Tier our written constitution, in such a manner that she will 
reverence, respect, and obey it to the best of her ability. The 
desideratum has been to stimulate a questioning attitude on 
the part of the student, and to leave her with an eager desire 
to know more. 

Friendship and reading are products of the leisure hours. 
Both have much to do in laying a foundation for right habits, 
and wholesome thought. Friends may beautify or destroy true 
ideals. Reading is the expression of life, and the acquaintance 



118 Outlines of Lessons 

with the old masters means an undisturbed growth, because 
the roots are alive. The teacher should advise the reading of 
such and such books, because you will discover such and such 
truths, beauties, or good cheer. Create an appetite and then 
supply it with food. 

The last lesson is on character and service, the object of 
which is to show the girl how one may attain the plane of a 
pure and lofty well-ordered life. What is needed is that there 
should be awakened, developed, and fortified those sentiments 
which give dignity to man, honor to families, and power to 
states. 



HOME DUTIES. 

Martha Gaustad, Eau Claire. 

How to Care for Chamber. 

AH dirty bath water or slops should be removed from the 
room before it is left to air. All parts of the bed should 
be bathed in clean air and sunshine; hence the bed should 
be thrown open as soon as possible and left open for at 
least an hour. If possible, every covering should be ta- 
ken off separately and spread out by itself. Mattresses 
should be turned often and be kept clean from dust. The 
bedstead should be wiped occasionally with a cloth dam- 
pened with a few drops of kerosene to prevent a breeding 
place for bugs. 

To Dust. 

Always use a soft clean cloth for dusting. If the furniture 
is very dirty use good furniture polish, and rub well till 
all spots are removed. 

To Destroy Insects. 

Dissolve one ounce of cedar oil and one of oil of winter green 
in two pints of deodorized benzine. This is c6rtain death 
to cockroaches, bed bugs, fleas and other insects. 
Moths. — The hot sunshine will destroy them. To protect 
against them use lumps of gum camphor or moth balls. 
. Wrap furs or woolens in several thicknesses of newspa- 
per, and put away in a closed box. 

To Mop. 

Always use clean warm soap water, but do not use too much 
of it on the floor. Water may be softened by the use of a 
little ammonia or borax. Be sure to wipe the floor dry; 
otherwise it will be left streaked. 



Institute of Teachers 119 

For this purpose a soft flannel or wooly cloth is best. 
A little cleaning done often is far more economical than to 
let dirt accumulate. 

Cleaning Oil Cloth. 

Oil cloth or linoleum may be brightened by washing with 
water softened with a little borax; dip a flannel cloth 
into milk, wring dry as possible, and wipe oil cloth with 
this. 

Care of Refrigerator. 

Remove shelves. Scrub with hot soapsuds, borax or am- 
monia; rinse with hot water; dry in the sun if possible. 
Wrap ice in paper and put in a pan to prevent waste. 
Clean waste pipe with a small brush or wire. Scald with 
strong boiling hot soda or borax water. Scrub the water 
pan. Keep food chamber clean. 

Care of Cellar. 

Let the cellar be inspected every day; remove any decayed 
food. White wash cellar at least once a year. When 
sweeping, use dampened broom, sawdust, or other dust 
catcher. Ventilate often. Brush walls and ceiling with 
cloth on broom. 

How to Sweep. 

Scatter over floor handful sweeping powder or salt. Sweep 
lengthwise of boards from ends of room to center. Pick 
up dust and put in fire when flre is low. Use sweeping 
powder on stairs. Before sweeping, carry rugs out-of- 
doors to be dusted. Use carpet sweeper on carpets. If 
floor is polished, wipe with slightly dampened cloth which' 
should be washed out often and wrung dry. If floor is 
waxed, use a soft dry cloth. A cover may be made to 
fit the broom out of dark grey outing flannel. Sweeping, 
when well done, is very hard work, and requires a person 
of considerable strength. Sweeping powder should not 
remain on floor long. 

Folding Clothes. 

A good rule is to fold clothes lengthwise into a long narrow 
Strip, and iron folds in, then fold softly crosswise. But 
the method of folding depends largely on the shape of the 

article. 

Airing Clothes. 

Clothes should be aired after ironing so all the moisture will 
be taken out before putting them away. This can be 
done by puting them on the clothes bars over night. 



120 Outlines op Lessons 

-How to Make Starch. 

One-half cup starch, moistened with one-fourth cup cold wa- 
ter, add one-fourth level teaspoon shaven white paraffin 
wax, one quart or four cups boiling water. When allowed 
to boil up three times, add a little blueing and set in a 
dish of cold water to cool. This will be thick. 

Starching. 

Starch the article needing most starch first, those that need 
less, last. When only a portion of a garment needs 
starching, gather this part in the hand and be careful that 
the fringe or other parts, are free from starch. Hang out 
at once. 

Care of Lamps. 

Turn up wicks, scrape off charred edges. Do not cut unless 
necessary. Wipe burner carefully with flannel. Wash 
chimneys in warm soap suds and rinse in hot water. 
Once a month boil burners on stove. Use powder or bo- 
rax in water. 

To Remove Ink Spots. Excellent. 

Buy five cents worth of tartaric acid. Rub a little on the 
spot and wet it. Rinse well. It will entirely disappear 
without Injury to the cloth. 

A Test for Coffee. 

Chicory may be detected by placing coffee in cold water when 
the chicory will sink but pure coffee will float. 

An Excellent Way to Wash Woolen Blankets. 

Dissolve V2 bar of shaved soap in one pint of boiling water 
until it is a thick paste. Put into this one tablespoonful 
of borax, and two tablespoons, of ammonia. Put a table- 
spoonful of borax in a tub of tepid water and add the 
soap mixture, and blankets. Soak them one hour, turn- 
ing them around occasionally; run through the wringer, 
then rinse in tepid water. Dp not rub with hands. Run 
through again and hang out. A sunny day is best. 

To Dampen Clothes. 

A very good way to dampen clothes is to use a small clean 
brush broom. Dampen them at night if you wish to iron 
in the morning. Sprinkle each piece, wrap tight, and 
cover all carefully to keep them damp. 

Ironing. 

Have ironing board ready, covered with an old blanket and 
sheet; have beeswax, iron stand, clean soft cloth, and 
clean irons. Have the irons just hot enough to hold a 



Institute of Teachers 121 

few seconds near the cheek. If too hot for that, they 
will burn the cloth. Iron cloth until perfectly dry. Lace 
edging must be stretched into shape before ironing. Iron 
with selvage on right side and parts first that will wrinkle 
least. Leave the plain straight parts until last. If the 
clothes become too dry, dampen them with a wet cloth. 

To Wash Windows. 

Soften the water with ammonia. Do not use soap. Wring 
out the wash cloth before using. Wipe each pane with a 
soft cloth as soon as it is washed. A fine polish can be 
given by using chamois skin, tissue paper or newspaper. 

Do Not. 

1. Do not use for cooking purposes water that has stood in 

stone reservoir. 

2. Do not keep fresh meats in paper: it absorbs the juices 

from the meat. 

3. Do not store vinegar or yeast in a stone jar. The acid 

attacks the glazing. 

4. Do not rub flannels on the wash board. 

5. Do not use strong soaps or powders on flannel. 

6. Do not rub soap on wool. 

7. Do not use hot water and then cold on flannel. 

8. Do not let flannel or wool freeze. 

9. Do not use a hot iron on wool. 

10. Do not rub woolens between the hands or wring by hand. 
If these rules are followed flannels will wear out before 
shrinking. 

Test for Nutmeg. 

If a nutmeg be good, pricking it with a pin will cause oil to 
flow instantly. 

How to Wash. 

Soak the clothes the night before in luke warm water; rubbing 
each piece with soap. Wring out in the morning and 
put into a tub of clear warm water; rub each piece on 
the wash board using plenty of soap. When the article 
is free from dirt put into a tub of clean warm water and 
rub again; then wring out and put best clothes first into 
boiler filled with water and shaved soap; a little borax or 
ammonia softens the water. When clothes have boiled 
fifteen minutes take them out into a tub of clear cold wa- 
ter; wring from this into clear water, wring and put Into 
blueing water; wring again, starch and hang out. 



122 Outlines of Lessons 

INTRODUCTION. 
Florence O'Neil, Green Bay 

In making this outline of 12 lessons, on Citizenship for Permit 
Girls, I have kept in mind the fact that most of my pupils will be 
working girls, who have left school either out of necessity for earn- 
ing a living, or because they had no desire for further education, and 
hence, I have selected what I think are the topics of greatest interest 
to them, and I would emphasize particularly, those points that most 
vitally effect the woman wage earner, for example, the great question 
of suffrage, and laws governing woman wage-earners. 

As to the method of presenting these lessons, using the text "For- 
mans Essentials in Civil Government," lessons might be read, a para- 
graph at a time, and then get the class to explain the paragraph, ask 
xiuestions, answer those put by the teachers or other pupils, and make 
the lessons a means of drawing out the pupils ideas, and powers of 
conversation. Questions should be suggested by the teachers for the 
pupils to look up, for instance, questions to which answers may be 
found in the pupils own home, neighborhood, and city. For example, 
have pupils find out what foreigners live in their neighborhood, what 
country their own parents came from, when and where naturalized; 
do their parents pay taxes? How much; on what; Do their parents 
pay. income tax? If not, why not, what exempts them? It seems to 
me that it will be necessaxy to raise a great deal of inquisitiveness in 
the pupils, to get them to ask questions and investigate topics along 
this line. 

Outline of Course of Study in Citizenship for Permit Girls, for con- 
tinuation School Work. 

liesson 1 — Citizenship. 

1. Define term citizenship, 

2. Define term alien. 

3. How aliens may become citizens. 

Note: Have pupils classify aliens living In their neighbor- 
hood as to country. 

(a) What is naturalization. 

(b) Requirements for naturalization. 

Note: Ask pupils from what countries their parents come. 
When and where were they naturalized. 
(This is also a means of encouraging conversation.) 
ILesson 2 — Government 

1. Meaning of the term. 

2. Necessity for an established government. 

Note: Compare established rule with utter lawlessness, and 
note in which one, each person does as he or she pleases. 
Practical application, individual rule in the school. 

3. Government considers "Greater Good of the Greater Num- 

ber." 



Institute of Teachers 123 

Jjesson 3 — Forms of Government. 

1. Self Government. 

(a) He rules best who rules himself. 

2. Self Control: Temper^ — ^Appetite. 

3. Development of Will Power. 

(a) By doing unpleasant tasks when necessary. 

4. Conquering bad habits and developing new ones, thus de- 

veloping new ones, thus responsibility. 
Jjessons 4^ — 5. Foi-ms of Government. 

1. Family. 

2. School. 

3. City. Heads of each, and chief officers. 

4. State. 

5. Nation. 

Note: Have pupils name chief officials in the city, by whom 
appointed, duties and offices of each. Officers of city, state 
and nation. 
Lesson 6 — Civil Rights. 

1. Suffrage — Who may vote. 

(a) Woman Suffrage. 

(b) Meaning. 

(c) Why women especially working women should vote. 
Note: What suffrage has done for women in other states. 

2. Right of personal security. 

3. Right of private property. 

4. Right of religious freedom. 
Lesson 7 — Departments of State. 

1. Interior. 

2. Agricultural. 

3. Commerce. 

4. Labor. 

Lesson 8 — Courts of Justice. 

1. Juvenile. 

2. Municiple. 

3. Circuit. 

4. Supreme. 
TJesson 9 — Taxation. 

1. Taxed by what department. 

2. Property tax. 
(a) Exemption. 

3. Income tax. 

4. Inheritance. 

5. License. 

Lesson 10 — Laws of Special Interest. 

1. Minimum wage law for women. 

2. Workingman's Compensation Act. 

3. Industrial Commission. 
Lesson 11 — Compulsory Education. 

1. Industrial Education. 
Lesson 12 — Government In Wisconsin. 



124 Outlines op Lessons 



8. Evening'. 



CITIZEHSHIP— PERSONS APPLYING FOR ADMISSION. 



First twenty-four lessons. 



PAUL B. CLEMENS. 



Committee. 



Pauil B. Clemens, Chairman, Superior, 

Thomas R. Moyle, Menomonie, 

A. W. Burton, Green Bay. 



Madison, Wisconsin, Sept. 1, 1914. 



These lessons were prepared and used by Mr. John J. Jordan in Ms- 
class for Citizens. 

Introductory liesson 1. 

1. General Nature of Government in the United States. 

2. The necessity of government. 

a. The essential functions of government. 

b. Other functions of government. 

c. The need of national, state and local governments. 

3. The essential features of American government 

a. Our national and state constitutions. 

b. The nature of citizenship and its rights. 

c. The privileges and obligations of citizenship. 

d. 'Our federal system of government. 



Institute op Teachers - 125 



4. The National Government. 

a. Congress. 

b. The executive department. 

c. The judicial department. 

5. State and local government. 

a. The state constitutions. 

b. Organization of the state governments. 

c. Forms of local government. 

Liesson 2. 

The Selection of Public Officials. 

1. General 

a. Two methods of selection. 

b. Terms and compensation. 

c. Desire for public office. 

2. Nominations for elective office. 

a. Nominating Conventions. 

b. The primaries. 

c. Direct nominations. 

d. The campaign. 

3. Elections. 

a. Holding an election. 

b. Who may vote — changes. 

c. Elections from districts. 

d. Efforts made to guard the purity of elections. 

4. The work of political parties. 

a. The importance of party activities. 

b. Party committees. 

c. The voter and political parties. 

5. The appointment of public officials. 

at. Appointments and removals. 

b. The spoils system. 

c. Civil service reform. 

Lesson 3. 

Town and County Government. 
1. Town government. 

a. General character of the town. 

b. The town meeting. 
0. Town officers. 

d. The work of rural local government. 



126 Outlines op Lessons 

2. County government. 

a. The character of the country. 
h. The selection of county officials. 

c. The county board — functions. 

d. Other county officials — functions. 



Lesson 4. 
Municipal Government. 

1. The village. 

a. How different from town. 

h. Organization. 

c. Officers and functions. 

2. The city. 

a. Remarkable growth of our cities 

b. Two types of city governments. 

c. City elections. 

d. Mayor and council — power. 

e. Administrative departments. 

f. Frequent misgovernment in cities — reasons. 

g. The responsibility of the individual for city welfare. 



Lesson 5. 

The Functions of the City. 

1. Governmental functions — as an agent of the state. 

2. Miinicipal functions. 

a. Extension of municipal activity. 

b. The necessary work of a city. 

c. The cities and public utilities. 

d. The maintenance of streets. 

e. "Water supply. 

f. Gas and electric lighting plants. 

g. Garbage and sewage disposal, 
h. Transportation facilities. 

i. Municipal baths and markets, 
j. Libraries and social centers. 

3. The duties of the citizen in a city. 



Institute op Teachers 12T 

liesson 6. 

The State Legislature — Importance. 

1, Organization. 

a. Composition and sessions. 

b. Privileges and disabilities of members. 

c. The separate houses. 

2. The work of the legislatures. 

a. The process of law-making. 

b. Direct legislation. 

c. Constitutional limitation of the powers of legislatures. 

d. Local and special legislation. 

e. The defects of our state legislatures. 



Lesson 7. 

The State Executive. 

1, The Governor. 

a. The governor as State executive. 

b. The position of the governor. 

c. Powers of the governor; general and military. 

d. The governor's legislative powers. 

2. State officials and administrative boards. 

a. The governor's colleagues. 

b. Removal of civil officers of the State. 

c. The State administrative departments. 

Lesson 8. 

The Administration of Justice. 

1. The system of State Courts. 

a. The highest state courts. 

b. Inferior state courts. 

c. The necessity of an upright judiciary in a republic. 

2. The protection of individual rights. 

a. Protection through bills of rights in state constitution^.. 

b. Civil rights in state constitutions. 

c. Constitutional rights of a person accused of crime. 

d. The distinction between civil suits and criminal cases- 

e. Procedure in each. 

3. The jury system. 

a. Juries and jurymen. 

b. The extensive use of the jury system. 

c. Advantages and disadvantages of jury trial. 



128 Outlines of Lessons 

Lesson 9. 

The Protection of the Public. 

1. The enforcement of law. 

a. The preservation of order. 

b. Peace officers and their duties. 

c. Unusual means of protection. 

2. The treatment of criminals. 

a. Punishment of crime in the past. 

b. Treatment of adult criminals. 

c. Reform of juvenile offenders. 

3. Protection of the public health. 

a. Contagious diseases. 

b. Sanitation. 

c. Disposal of wastes. 

d. Pure food regulations. 

e. Protection against fire. 

IJesson 10. 

Care for Public Welfare. 

1. The public schools. 

at. The state systems of education. 

b. Local school administration. 

c. The state schools. 

d. School finances. 

2. Public charities. 

a. The problem. 

b. Care of dependent children. 

c. Care of the insane. 

d. Care of the poor. 

e. Other forms of charity. 

3. General welfare. 

a. Parks and playgrounds. 

b. Public libraries. 

c. Control of the liquor business — prohibition and local option. 



Institute of Teachers 129 



Lesson 11. 

Supervision of Commercial Interests — Government in Its Relation to 

Business. 

1. Transportation. 

a. Public highways — their improvement. 

b. Rivers and canals. 

c. Control of railways. 

2. Industry and later. 

a. Control of corporations. 

b. Regulation of savings corporations. 

c. Control of trusts. 

d. State labor laws. 

e. Supervision of other economc interests. 



liCsson 12. 

State and Local Finance. 
General. 

a. Financial needs of the states and localities. 

b. Meeting financial needs. 

c. Characteristics of a good tax. 

The general property tax. 

a. Character — assessment. 

b. Difficulties in assessing property. 

c. Equalization and collection. 

d. Observations on the general property tax. 

Other forms of revenue. 

a. Corporation taxes. 

b. Inheritance taxes. 

c. Local revenue from business. 

d. Miscellaneous ordinary revenue. 

e. Borrowing money. 



Liesson 13. 

The Sphere of State Activity. 

The powers denied to the states. 
1. The state constitutions. 

a. Character of a state constitution. 

b. Formation of a state constitution. 

c. Amendment of the constitution, 

9— B. I. E. 



130 Outlines of Lessons 

2. Uniformity and diversity in state laws. 

a. Increasing need of uniformity in state laws. 

b. Variations in state laws on important subjects. 

c. The degree of uniformity in state laws. 

3. Classes of duties performed by the states. 

a. Provisions relating to state and local government. 

b. The protection of individual rights. 

c. The making of ordinary law. 

d. The administration of justice. 

e. Administrative functions performed by the states. 



Liesson 14. 

The National Government. 

1. The beginnings of union. 

a. Temporary unions before 1781. 

b. The Confederation — its defects, significance. 

2. Genesis of the Constitution. 

a. The convention at Philadelphia. 

b. Ratification and providisons. 

c. Grant of power to the U. S. Government. 

d. Departments of the new government. 

e. Amendment of the constitution. 

3. Constitutional changes since 1788. 

a. The amendments. 

b. The unwritten constitution. 

4. The nation and the States. 

a. General distribution of powers. 

b. Independence of national and state governments. 

c. American Citizenship — its dual character. 



liCsson 15. 

International Relations. 

1. Diplomatic relations. 

a. International relations in general. 

b. International relations of the U. S. 

c. The negotiation of treaties. 

d. Ratification of treaties. 

e. Other foreign affairs. 

f. The diplomatic service. 



Institute op Teachers 131 



2. Foreign commerce. 

a. General. 

b. Promotion of our foreign commerce. 

c. Special improvements and laws. 

d. The consular service. 

e. Tariff restrictions. 

3. National defense. 

a. CTeneral. 

b.- The American army. 

c. The militia. 

d. Naval defense. 

e. Coast defense. 

f. Pension legislation. 



liesson 16. 

Revenue and Expenditure. 

1. National Taxes. 

a. The national tax system. 

b. Duties on imported goods. 

c. Income taxes. 

d. Internal revenue. 

e. Miscellaneous National taxes. 

2. Management of National Finances. 

a. Growth of federal expenditures and revenues. 

b. Revenue bills. 

c. Appropriation bills. 

d. Borrowing money by issuing bonds. 

e. Borrowing money by issuing treasury notes. 

Lesson 17. 

Currency and Interstate Commerce. 

1. Our money system. 

a. Money standards. 

b. History of American coinage. 

c. The process of making coins. 

d. National bank notes. 

e. Gold' and silver certificates. 

2. Interstate Commerce. 

a. National aid to interstate commerce. 

b. The interstate commerce commission. 

c. Sherman anti-trust law of 1890. 

d. Recent anti-trust activity. 



132 Outlines of Lessons 

Ijesson 18. 

Territories and Public Lands. 

1. Provisional governments. 

a. Territorial powers — ^expansion of national territory. 

b. Temporary government of territory. 

c. Present government of Phillipines, Porto Rico, Dist. of Col- 

umbia, etc. 

2. Organized Territories. 

a. Relation of an organized territory to the national government. 

b. Government of an organized territory. 

c. Admission of new states. 

3. The Public lands. 

a. Disposal of public lands. 

b. Agricultural and grazing lands. 

c. Irrigation law of 1902. 

d. Mineral lands and forests. 

e. Methods of surveying the public domain. 

liessou 19. 

Miscellaneous National Activities. 

1. The Post Office. 

a. The post office as a business organization. • 

b. Methods employed by the postal service. 

c. The work of the post office. 

2. The Department of Agriculture. 

a. The broad scope of its work. 

3. Immigration and naturalization. 

a. Control of immigration and naturalization. 

b. Steps in the process of naturalization. 

c. Rights and duties of naturalized citizens. 

4. Other activities. 

a. Power over bankruptcy. 

b. Indian affairs. 

c. Patents, copyrights and trademarks. 



Institute of Teachers 133 

liesson 20. 

Congress. 



1. Congress a Two-House Body. 

2. The Senate. 

a. General Character of the senate. 

b. The election of senators. 

c. Sensational regulations. 

d. Special powers of the Senate. 

3. The House of Representatives. 

a. General character of the house. 

b. The election of representative. 

c. The speaker. 

d. The committee on rules. 

4. Relations. 

a. Relations of Senate and House. 

b. Congress and the other departments. 

Liesson 21. 

Congressional Methods. 

1. Congressional regulations. 

a. The organization of Congress. 

b. The sessions of congress. 

b. The sessions of congress. 

c. Provisions common to both houses. 

d. Privileges and disabilities of members. 

2. The process of lawmaking. 

a. The early stages of legislation. 

b. The taking of a vote. 

c. The bill in the second chamber. 

d. The presidential veto. 

e. The committee system. 

Lesson 22. 

The President — His Position. 

1. The selection of a president. 

b. A national convention at work. 

c. The qualification of candidates. 

d. Campaign and election. 

e. The work of the electoral collegi. 



134 Outlines of Lessons 

f. Election by the house of representatives. 

g. The inauguration. 

h. Term and compensation. 
i. Succession to the presidency. 
2. Powers and duties of the president. 

1. Execution of the laws. 

2. The military powers of the president. 

3. The power of appointment and removal. 

4. Legislative powers. 

5. Diplomatic powers. 

6. Other powers. 

Lesson 23. 

The Executive Departments. 

1. The President's Cabinet. 

a. Composition, duties, selection. 

b. Relation of executive and legislative. 

c. Congress and the executive departments. 

d. Discretionary powers of the secretaries. 

e. The president and the heads of departments. 

2. The different departments. 

a. The Secretary of State. 

b. The Secretary of the Treasury. 

c. The Secretary of Interior. 

d. The Secretary of War. 

e. The Secretary of Navy. 
■f. The Attorney General. 

g. The Postmaster General. 

h. The Secretary of Agriculture. 

i. The Secretary of Commerce. 

j. The Secretary of Labor. 

k. Other departments or commissions. 

Lesson 24. 

The Federal Judiciary. 

1. The necessity of a federal judiciary. 

2. Kinds of cases tried by it. 

3. Classes of federal courts. 

a. District courts. 

b. Circuit Courts of Appeal. 

c. The Supreme Court. 

d. Special United States Courts. 

4. The selection of judges and other officers. 

5. How the courts interpret the constitution. 

6. Conclusion. 



Institute of Teachers 135 

CITIZENSHIP. 
Paul B. Clemens, Superior. 

In presenting an outline on Citizenship to this meeting it is rather 
to invite your criticism than to champion what is here presented; for 
only by so doing can we hope to be set aright. 

I will therefore only use a little of your time to explain how we or- 
ganize our classes and use this outline. 

Our classes are not organized at the beginning of the Evening School 
term, nor do they continue until the close after once being organized, 
but we organize classes when there is a need and close when the need 
has been satisfied. This is dependent upon the periods set for examina- 
tion of candidates for "Second Papers." When all applications for Citi- 
zenship have been filed with the Clerk of Court we secure a list of such 
applicants to whom we mail a personal letter setting forth what we 
have to offer and invite them to enroll with us for a term which termi- 
nates with the examination conducted by the United States Examiner. 

At the time each candidate files his application the Clerk of Court 
gives him a copy of the Minimum Essentials of Citizenship and advises 
him of the fact that the Evening Schools will offer a course in Citizen- 
ship which will qualify each one to successfully pass the examination. 
(A copy of the above mentioned text was sent to each Continuation 
School Director last winter at the suggestion of Mr. Hicks.) 

In deciding what we should present during this course it was neces- 
sary for us first to decide what the situation demanded. Should these 
candidates for Citizenship be given only the amount of knowledge nec- 
essary for them to pass this very simple test or should they be taught 
as much about Citizenship as time would permit? At no time in the 
future will these men be in as receptive a mood or will their desire for 
complete knowledge again be as strong as it is at the time when con- 
fronted with the necessity of preparing for examination. We, there- 
fore, decided to make our course as complete and thorough as the time 
of presentation would permit. We have found that the student who 
drops out of these classes is not the one who knows the least, but rather 
the one who thinks he knows enough. The pursuit of a complete course 
tends to dispel that notion at the outset. 

With these few explanations I now invite your discussion. 



136 Outlines op Lessons 



9. Apprentice. 



HYGIENE FOR APPRENTICES. 



First twenty-four lessons. 



WM. B. BOLLES. 



Committee. 



Will. B. Boiles, Chairman, South Milwaukee, 
Kay Anderson, West Allis, 

Edward Berg, Appleton. 



Madison, Wisconsin, Sept. 1, 1914. 



Lesson 1. 



Sanitation — Pure Air. Contamination of air. Bacteriological con- 
stituents of air. Physical properties of air. Effect of heat 
and cold on health. Sunshine our benefactor. 
Collateral reading: Ventilation and heating systems. Smoke 
consumers. 

1/esson 2. 

Sanitation — Ventilation of the Home. Fresh air necessary to keep 
body, mind and spirit in proper harmony. Sunlight, the only 
infallible germacide. Effect of ventilation on vitality. Fresh 
air a cleansing process. Selection of the bed room. Screening. 

Lesson 3. 

Sanitation — Pure water. Contamination of water. Danger in 
springs and wells. Filtration means clarification. It is an ab- 
solute failure from the bacteriological standpoint. Purifica- 
tion by rough straining and ozonization recommended. 
Collateral reading: Systems for water purification. Sewage 
disposal. 



Institute op Teachers 137 



Lesson 4. 

Sanitation — Wholesome and nutritious food. Milk. How kept. 
How ruined. Pasteurization. Inspections and tests. Paper 
wrapped goods. Use of glass or at least screens. Frequent 
use of soap and water for sanitation. Corner stand habita- 
tions and danger. Improper mastication. Insect pests. 

Iiesson 5. 

Sanitation — Clean Homes. Dust and its composition. Sweeping 
Compounds. Fumigation followed by thorough cleansing with 
strong soap and water. Proper light and ventilation. Ade- 
quate air space and sanitary plumbing facilities. Cleanliness 
eradicates disease. 

Lesson 6. 

Sanitation — Clean Yards. A tree or two, a piece of lawn and gar- 
den have a double value, sanitary and beautiful. Good side- 
walks and painted houses improve the neighborhood. Munici- 
pal health results. Requisites, simply common sense and a 
little effort. 

Lesson 7. 

Sanitation — Clean Streets. The habit of blindly throwing away 
waste bespeaks a total lack of civic pride and leads to a tolera- 
tion of other evils. Eliminate the bill-boards. Cleaning, oil- 
ing and flushing streets. Responsibility of the young people. 

Lesson 8, 

Sanitation — Clean Bodies and Minds. Cleanliness implies deep 
sleep in pure air and much out-door exercise. Personal clean- 
liness. Clean skin and clean living. The daily bath. Eating 
clean and wholesome foods. Parks for hygienic recreations. 
Social center work. 

Lesson 9. 

Garbage disposaL Draining and wrapping garbage. Prevents 
freezing in the winter and retards decay in the summer. The 
household incinerator. Garbage receptacles, metal or metal 
lined, fly tight and water tight, with a water tight cover. 



138 Outlines of Lessons 

Lesson 10. 

Flies — Clean up decaying filth, spray the breeding places, swat the 
flies, place fly traps. Screen the home. A cheap fly poison. 
% oz. bichromate of potash in V2 pt. water plus a little 
sugar. Where is the fly borne? Where does he live? Where 
does he go? He carries disease on his wings and hairy feet. 

Lesson 11. 

The Rat. The cat, dog and trap are effective. Exterminant must 
bring two results. First kill the rat. Second drive it from 
between walls and floors. The dead body must not be a source 
of odors.. Embalmers fail. Various exterminants Effective 
depending on the scale of infestation. 
Collateral reading: Eradicating plague from San Francisco. 

Report of the Citizens' Health Committee. Press of C. A. 

Murdock & Co. Frisco. 

Lesson 12. 

The Dog. Urge owners to give their pets proper care. Don't worry 
over a dog bite. Hasten to a physician. Cauterize the 
wounds. Conflne and study the dog. Hydrophobia and Pasteur 
Institutes. Dumb Rabies Dogs and the food-products dealer. 
Cats are very susceptable to diphtheria. Watch the milk 
bottle. 

Lesson 13. 

First Aid to the Injured. Preliminary remedies in cases of acci- 
dent. Broken bones. Burning clothing. Fainting. Poison 
ivy. Poisoning. Apparent drowning. Summer accidents. 
Heat prostration. Fire. 

Collateral reading: Ex Chief Crpker on Fires. Also Henlon 
on Fires. 

Lesson 14. 

Unhealthful Occupations — Value of factory inspection. Regulation 
Results. Dust in many trades. Principal faults: Poor ven- 
tilation, unsanitary toilets, dust evil and inhalation of obnox- 
ious and dangerous gases. Pathos of the Sweat shop. License 
under State Law. 

Lesson 15. 

Tuberculosis — Consumption developed with civilization. Dr. Robert 
Koch in 1882 discovered the bacillus tuberculosis. It can 
only grow and multiply in the animal body. It lives for a 
long time in dark, damp, dirty places. Controlling Tubercu- 
losis, 



Institute op Teachers 139 



Lesson 16. 

Quarantine. Injustice of mis-diagnosis. To place patient in dan- 
gerous positions is criminal. Isolation hospitals for those who 
cannot afford to remain in their own homes. Transients isol- 
ated, must receive best medical attention and competent nurs- 
ing. Disinfection and its merits. 

Iiesson 17. 

Infant 3Iortality. Economy of saving the lives of mothers and 
children. Human life is sacred because of its individuality, 
its quality. Enemies of the child. Necessity of Vital Statis- 
tics. Gonococcus Neisser germ produces pus discharge in 
baby's eyes. Two drops 1% silver nitrate solution applied in 
time prevents blindness. 

I/esson 18. 

The Vice Question. Pure clean lives must be transmitted. Com- 
parison of death rate of unmarried men with that of married 
men. Statistics. Title. Legitimacy. Heirship and relation- 
ship. Venereal diseases. Quarantine. Advertised Institutes 
are fakes, fraud and do not cure. The quack doctor. Cure 
Alls. Patent Medicine. 

Lesson 19. 

Dressing. To avoid pneumonia. Don't bundle up as soon as the 
wind changes. Harden your system. Dress lightly and com^ 
fortably. Keep the body clean. Take proper corrective physi- 
cal exercise. Study the kind of clothing and shoes from the 
standpoint of health and safety from accident. 

Lesson 20. 

Hints for the Hot Weather Season. Country versus the City. In 
the country there is a dull period of inaction, hard rocking 
chairs, a rocky mountain bed with swats at flies and mosqui- 
toes. It is restful because it is different. In the city is weari- 
some action. Summer diet. 

Lesson 21. 

Important Public Health Measures. Power of the Board of Health. 
(Charter provision). Effect of Judicial action. Laws relative 
to communicable disease. Ordinances on garbage, expectora- 
tion. The keeping of chickens in yards. The danger of corn- 
mon drinking cup and roller towels. 



140 Outlines of Lessons 



Lesson 22. 
Alcohol and tobacco. 

Lesson 23. 

Noise jVulsance. Noise is essentially primitive. The effect is nerve 
irritation. Unnecessary noises. Many noises have little prac- 
tical value. Whistles, bells, auto-horns and sirens. 

Lesson 24, 

The Effect of Mind on Health. Operate the machinery of educa- 
tion to eradicate old superstition and ideas about physical in- 
firmaties and disease. Nerves are given us for proper feeling, 
proper poise, and proper ambition. They are not a net to 
catch our cares. It is folly to live beyond one's means and 
to exaggerate one's ability. The secrets of life are toil, health 
and mind's tranquility. 



BIBLIOGRAPHY. 

Harrington and Richardson's "Practical Hygiene;" published by Lea 
Brothers Company, New York City. 

Egbert's "Hygiene and Sanitation;" published by Lea Brothers, 
New York City. 

Ritchie's "Primer of Sanitation;" published by the World Book 
Co., Yonkers, N. Y. 

"The Prevention of Disease;" published by the Funk-Wagnalls Co., 
New York City. 

Pyle's "Personal Hygiene;" published by W. B. Sanders Company. 
Philadelphia, Pa. 

Berry's "School Hygiene;" published by Silver-Burdette Company, 
New York City. 

The above references are among books on public health of a more 
or less public character and are cited by direction of the Sur- 
geon General, U. S. Public Health Service. 

Publications of the United States Public Health Service: Reprints 
from Public Health Reports, Bulletins of the Hygienic Labora- 
tory, Public Health Bulletins, Miscellaneous Publications and 
Index to Publications. August 1913. Washington Govern- 
ment Printing Office.; 



Institute op Teachers 141 

Louis M. Terman's "The teachers' Health;" published by Houghton 
Mifflin Co., Chicago. This is one of the Riverside Educational 
Monographs with a good bibliography at the end of the book. 

Hollis Godfrey's "The Health of the City;" published by Houghton 
Mifflin Co., Boston and New York. There is a selected bibliog- 
raphy at the end of this book on the following topics: Jour- 
nals, Bacteriology, Hygiene and Sanitation, Air, Milk, Food, 
Water, Sewage, Ice, Plumbing, Noise, Housing, Tuberculosis. 

I 
Francis Williston Burks and Jesse D. Burks "Health and The 

School, D. Appleton & Co., New York City. 

Wm. Nicholson's "Smoke Abatement" (a manual) published by 
Charles Griffin and Co., London. 

Jay G. Robert's "Bacteriology for Nurses;" published by W. B. 
Sanders, Philadelphia, Pa. 

Sigmond Engel's "Elements of Child Protection;" published by Mc- 
Millan Co., Translation frorh the German by Sigmund Paul. 

L. O. Howard's "The House Fly;" published by Frederick A. Stokes 
Company. 

Cohen and Ruston's "Smoke, a Study of Town Air;" published by 
Edward Arnold, London. 

R. Rambousek's "Industrial Poisoning;" published by Edward 
Arnold, London. This is a translation by T. M. Legge. 

Dr. Fletcher B. Dresslaw's "School Hygiene;" published by the Mc- 
Millan Co., New York. 

Dr. T. N. Kilnack's "Medical Examination of Schools and Scholars;" 
published by P. S. King and Son, London. 

Dr. C. Barters "Methods Used in the Examination of Milk and Dairy 
Products;" published by the McMillan Co., London. This is 
a translation by W. Goodwin. 

Dr. I. H. Hirschfeld's "The Health and Blood Vessels;" (Manage- 
ment of the Body), Chapter VI on Foods, Chapter VII on Air, 
Climate, Dust, Chapter XI on Mind, published by Funk-Wag- 
nalls Co. 

Samuel Hopkins Adams' "The Health Master;" published by Hough- 
ton Mifflin & Co. Reference on sex. 

Dr. George M. Price's "Handbook on Sanitation;" published by John 
Wiley and Sons. 



142 Outlines of Lessons 

William W. Tolman's "Hygiene for the Worker;" published by the 
American Book Co., Chicago. - 

Charlotte V. Gulick's "Emergencies;" published by Ginn & Co., 
Chicago, 

Report of the Citizens' Health Committee, "Eradicating Plague from 
San Francisco;" Press of C. A. Murdock & Co., Frisco. 

Ed. R. Shaw's "School Hygiene;" Chapters 4, 9, 11, 12. 

W. F. Barry's "Hygiene of the School Room;" Chapter I and XII. 

E. Richard's "House Sanitation." 

American Academy of Political and Social Sciences. Reports, 
Annals. 

Journal of Proceedings and Addresses of the National Educational 
Association. 

The "Healthologist" published by the Bureau, of Education and 
Publications, Health Department, City of Milwaukee. Also 
the Annual Report of the Commissioner of Health, City of 
Milwaukee. 

Articles in McClure's Magazine, the World's Work, the Survey, the 
Dietetic and Hygienic Gazette, and Good Health. Also the 
Outlook Dec. 7, 1912 and the Survey Dec. 21, 1912. On water 
purification see the Scientific American, and Municipal Journal. 
On Patent Medicines see publications of American Medical Associ- 
ation. On pure water read Engineering News, Apr. 28, 1910, page 
497. 

F. W. True, Assistant Secretary in charge of Library and Exchanges 

Smithsonian Institution, Washington, D. C, gives a number of 
Smithsonian publications relating either directly or indirectly to 
the subjects of the lessons in hygiene, viz.: 

No. 1071 — Air and Life by Dr. Henry De Varigny. Miscellaneous Col- 
lection. 

No. 1072 — The Atmosphere in Relation to Life by Russell. Miscellan- 
eous Collection. 

No. 1073 — The Air of Towns by Dr. J. B. Cohen. Miscellaneous Collec- 
tion. 

Vol. 60, No. 23. Influence of Atmosphere on Health. Miscellaneous 
Collection. 

Vol. 59, No. 8. Infection and Recovery from Infection. Miscellaneous 
Collection. 



Institute of Teachers 143 

Air of N. Y. York Subway, Geo. Soper. Smitlisoniaii Report 1907, pages 

647-667. 
Composition of Expired Air. Contribution No. 989. Published 1895. 
Relation of Flies to Pathology. Smithsonian Report 1909, pages 

703-722. 
Sanitation of Panama Canal Zone. Smithsonian Report 1904, pages 

745-749. 
Fight Against Yellow Fever. ' Smithsonian Report 1905, pages 

339-350. 
Plague in India, by Dr. Charles Creighton. Smithsonian Report 1905, 

pages 309-338. 
Natural Resistance to Infectious Disease. Smithsonian Report 1909, 

pages 723-738. 
Pasteur by Dr. George M. Sternberg. Smithsonian Report 1895, pages 

781-786. 
American Inventions in Medicine, Surgery. Smithsonian Report 1892, 

pages 613-619. 
Sterilization of Drinking Water. Light. Smithsonian Report 1911, 

pages 235-245. 
Physiological Influence of Ozone. Smithsonian Report 1911, pages 

617-628. 
The Animal as a Prime Mover, R. L. Thurston. Smithsonian Report 

1896, pages 297-238. 
Factory Sanitation and Efficiency. Smithsonian Report 1911, pages 

611-616. 
Practical and Fruitless Lines of Endeavor in Public Health Work. 

Smithsonian Report 1911, pages 603—610. 
Epidemiology of Tuberculosis by Robt. Koch. Smithsonian Report 

1910, pages 659-674. 
Physiology of Sleep by R. Legendre. Smithsonian Report 1911, pages 

587-602. 
Safety Provisions of the U. S. Steel Corporation. Smithsonian Report 

1910, pages 211-229. 
Sanitation of Farms by Dr. A. W. Freeman. Smithsonian Report 1910, 

pages 651-657. 
.Suggestions for the Sanitary Drainage of Washington City. Lecture 
VII in the Toner Lectures. No. 34 9 in the Miscellaneous Col- 
lections. 

For additional Smithsonian publications, which might serve as refer- 
ence works, Mr. F. W. True suggests the following publications, 
which can no longer be supplied by the Institution. They may be 
found in the Reference Room of the Milwaukee Public Library. 
"Influence of Certain Agents in Destroying Vitality of Typoid 
and of Colon Bacillus;" by J. S. Billings and A. W. Peck- 
ham, in Smithsonian Report for 1894, pages 451 to 458. 

"War with the Microbes;" by E. A. De Schweinitz, in Smith- 
sonian Report for 1896, pages 485 to 496. 



144 Outlines op Lessons 

"Animal resistence to Disease;" by D. H. Bergey, No. 1125 in 
Vol. 3 9 of the Smithsonian Miscellaneous Collections. 

"Malaria;" by G. M. Sternberg, in Smithsonian Report for 1900, 
pages 645 to 656. 

"Transmission of Yellow Fever by Mosquitoes;" by G. M. Stern- 
berg, in Smithsonian Report for 1900, pages 657 to 673. 

"Malaria in Greece;" by Ronald Ross, in Smithsonian Report 
for 1908, pages 697 to 710. 

"Address on Relation of Food to Work, and its Bearing on 
Medical Practice;" by Samuel Haughton, in Smithsonian 
Report for 1870, pages 268 to 294. 

"Origin and Propagation of Disease;" in Smithsonian Report 
for 1873, pages 226 to 245. 

It is further suggested, "It might be well to Communicate with the 
Superintendent of Documents, Government Printing Office, 
Washington, D. C, who will furnish, upon application, descrip- 
tive lists of U. S. Public Documents., relating to the special 
subjects. You will doubtless find of interest No. 11, "Pood 
and Diet," ajid 51, "Health and Hygiene." 

The Committee en Apprentice Hygiene desired to obtain, especially 
from the United States Geological Survey, Department of the 
Interior Washington, D. C, references to articles dealing with 
pure water, water purification, and sewage disposal. The Di- 
rector of the Survey writes: 
"The following publications of the Survey deals with this 

subject: 
AVater-Siipply Papers. 

113 

121 

122 ( 5 cents) 

144 (10 cents) 

152 (10 cents) 

179 (10 cents) 

185 -(25 cents) 

18 6 (10 cents) 

189 ( 5 cents) 

192 (60 cents) 

193 (25 cents) 

194 (40 cents) 
226 (10 cents) 
229 (15 cents) 
235 (10 cents) 
259 (35 cents) 



Institute of Teachers 145 

Nos. 113, 121, 236, 237, 239, 264, 255, 256, 257, 273, 274, 293 and 
315 are free. The full titles of all the references are given in 
the list of publications which will be mailed to you on request. 
You will find the most complete summary of information re- 
garding the quality of water for various purposes and the puri- 
fication of water in Water-Supply Papers 254, 274, and 315. 

The topics for Lesson 3 are criticised by the Director of the Survey 

with this comment: 

"Your statement under Lesson 3 that filtration is an absolute 
failure from the bacteriological standpoint is surprising in 
view of the unquestionable success with which many of 
the large cities of the United States have practiced filtra- 
tion. I should advise you to read Water-Supply paper 
315 as well as the publications to which reference is made 
below before becoming responsible for such a broad gen- 
eral statement. 

Clean water and how to get it, by Allen Hazen, Wiley & Sons, N. Y. 

Elements of water bacteriology, by Prescott & Winslow, Wiley & 
Sons, N. Y. 

Handbook of sanitation, by G. M. Price, Wiley & Sons, N. Y. 

Filtration of public water supplies by Allen Hazen, Wiley & Sons, 
New York. 

Water-supply engineering, A. P. Folwell, Wiley & Sons, N. Y. 

Public water supplies, by Turneaure & Russell, Wiley & Sons, 
New York." 

Mr. Royal Meeker, Commissioner of Labor Statistics, U. S. Depart- 
ment of Labor has offered many very valuable suggestions 
particularly with reference to lessons 8, 14, 15 and 17. He 
writes: "Although not published or distributed by this Bureau, 
I might call your attention to documents issued by other 
branches of the federal government, among them Bulletin 47, 
whole number 558 issued by the Bureau of Education in 1913. 
This Bulletin is entitled, "Teaching material in government 
publications." Three publications of the Children's Bureau, 
U. S. Public Health Service would likewise be of interest in 
connection with lesson 17. These are publication No. 2, "Birth- 
rate registration;" publication No. 3, "Baby-saving campaigns;" 
and publication No. 5, "Handbook of federal statistics of chil- 
dren." 

Bureau of Labor Statistics. Material; prepared by Mr. Royal 
Meeker, Commissioner of Labor Statistics. 

10— B. I. E. 



146 Outlines of Lessons 



Lesson 8. 

Bulletin 54, Sept. 1904, P. 1245-1367. Public baths in the United 
States, by G. W. W. Hanger. » 

Lesson 14. 

Bulletin 44, Jan., 1903. Factory Sanitation and labor protection, 
by C. F. W. Doehring. 

Bulletin 75, March, 19 08. Industrial Hygiene, by G. M. Kober. 

Bulletin 86, Jan., 1910. Phospherous poisoning in the match in- 
dustry in the United States, by J. B. Andrews. 

Bulletin 92, Jan., 1911. Report of the Illinois Commission on oc- 
cupational diseases. 

Bulletin 95, July, 1911. Industrial lead poisoning, by Sir Thomas 
Oliver. 

Bulletin 95, July, 1911. The white lead industry in the U. S., by 
Alice Hamilton. 

Bulletin 95, July, 1911. Deaths from industrial lead poisoning in 
New York State, by J. B. Andrews. 

Bulletin 100, May, 1912. List of industrial poisons and other sub- 
stances injurious to health found in the industrial processes. 

Bulletin 104. Lead poisoning in potteries, tile works and porcelain 
enameled sanitary ware factories, by Alice Hamilton. 

Bulletin 120. Hygiene of the painters' trade,, by Alice Hamilton. 

Bulletin 122. Employment of women in the power laundries in 
Milwaukee, by M. L. Obenauer. 

Bulletin 127. Dangers to workers from dust and fumes and meth- 
ods of protection, by W. C. Hanson. 

Bulletin 141. Lead poisoning in the smelting and refining of lead, 
by Alice Hamilton. (In press May, 1914). 

Women and child labor report 1910, 
Vol. 1. Cotton textile industry. 

2. Men's ready-made clothing. 

3. Glass industry. 

4. Silk industry. 

11. Employment of women in metal trades. 

12. Employment of women in laundries. 

13. Infant mortality and its relation to the employment of 

mothers. 

14. Causes of death among women and child cotton mill 

operatives. 

17. Hookworn disease among cotton mill operatives. 

18. Employment of women and children in selected oc- 

cupations. 

19. Labor laws and factory conditions. 



(Institute of Teachers 147 



Lesson 15. 

Bulletin 79, Nov.-, 19 08. The mortality from consumption in dusty 
trades, by Frederick L. Hoffman. 

Bulletin 82, May, 1909. Mortality from consumption in occupa- 
tions exposing to municipal and general organic dust, by F. L. 
Hoffman. 

Bulletin 96, Sept., 1911, Attitude of the Massachusettes manu- 
factures toward the health of their employees, by W. C. Hanson. 

Bulletin 101. Care of tubercular wage earners in Germany, by 
F. L. Hoffman. 

Lesson 17. 

Women and child labor report 1910. 

Vol. 13. Infant mortality and its relation to the employment 
of mothers. 

United States Department of Agriculture. Publications pertaining 
to the subjects covered in Apprentice-Hygiene. This list is 
prepared by Editor and Chief, Bureau of Publications. 

Bulletin (Farmers') 57. Water supply, plumbing and sewage dis- 
posal for country homes, by Robert W. Trullinger. 

Bulletin (Farmers') 8 5. Fish as a food, by C. F. Langworthy, 
April 6, 1907. 

Bulletin (Farmers') 121. Beans, peas and other Legumes as food, 
by Mary H. Abel, Sept, 11, 1911. 

Bulletin (Farmers') 128. Eggs and their uses as food, by C. F. 
Langworthy, Dec. 20, 1906. 

Bulletin (Farmers') 131. Detection of Oleomargarine and reno- 
vated butter, by G. E. Patrick, 19 01. 

Bulletin (Farmers') 142. Principles of nutrition and nutritive 
value of food, by W. O. Atwater Ph. D. Corrected to April 
20, 1910.. 

Bulletin (Farmers') 155. How insects affect health in Rural Dis- 
tricts, by L. O. Howard, May 19, 1908. 

Bulletin (Farmers') 166. Cheese making on the farm, compiled by 
Henry E. Alvord, 19 03. 

Bulletin (Farmers') 175. Home manufacture and use of unfer- 
mented grape juice, by George C. Husmann, 19 03. 

Bulletin (Farmers') 182 Poultry as food, by Helen W. Atwater, 
1903. 

Bulletin (Farmers') 203 Canned fruit, preserves, and jellies, by 
Maria Parloa, 19 05. 

Bulletin (Farmers') 205. The Guinea fowl and its use as food, by 
C. F. Langworthy, Ph. D. 1905. 



148 Outlines of Lessons 

Bulletin (Farmers') 249. Cereal Breakfast foods, by Charles D. 

Woods and Harry Snyder, 1911. 
Bulletin (Farmers') 256. Preparation of Vegetables for the table, 

by Maria Parloa, 19 06. 
Bulletin (Farmers') 270. Modern Conveniences for the Farm 

Home, by Elmina T. Wilson, C. E. 19 06. 
Bulletin (Farmers') 293. Use of Fruit as a Food, by C. F. Lang- 
worthy, May 25, 1907. 
Bulletin (Farmers') 295. Potatoes and other root crops as food, 

by C. F. Langworthy, Ph. D. June 18, 1907. 
Bulletin (Farmers') 298. Food Value of Corn and Corn Products, 

by Charles D. Woods, D. Sc. July 12, 1907. 
Bulletin (Farmers') 332. Nuts and their Uses as Food, by M. E. 

Jaffa, M. S. Oct. 23, 1908. 
Bulletin (Farmers') 35 9. Canning Vegetables in the Home, by J. F. 

Breazeale, May 10, 1909. 
Bulletin (Farmers') 3 63. The Use of Milk as a Food, by R. D. 

Milner, Ph. B. July 14, 1909. 
Bulletin (Farmers') 375. Care of Food in the Home, by Mrs. Mary 

H. Abel, Nov. 20, 1909. 
Bulletin (Farmers') 377. Harmfulness of Headache Mixtures, by 

L. F. Kebler, Ph. C, M. D. and Drs. F. P. Morgan and Philip 

Rupp, Sept. 28, 1909. 
Bulletin (Farmers') 389. Bread and Bread Making, by Helen W. 

Atwater, April 15, 1910. 
Bulletin (Farmers') 3 91. Economical use of Meat in the Home, by 

C. F. Langworthy, Ph. D. and Caroline L. Hunt, A. B. (Corrected 

April 5, 1910). 
Bulletin (Farmers') 413. The Care of Milk and its use in the 

Home, by George M. Whitaker, L. A. Rogers and Caroline L. 

Hunt, August 30, 1910. 
Bulletin (Farmers') 439. Anthrax with special reference to its 

suppression, by Henry J. Washburn, April 8, 1911. 
Bulletin (Farmers') 444. Remedies and Preventives against Mos- 
quitoes, by L. O. Howard, Ph. D. April 21, 1911. 
Bulletin (Farmers') 45 0. Some Facts about Malaria, by L. O. 

Howard, Ph. D. April 29, 1911. 
Bulletin (Farmers') 459. House Flies, by L. O. Howard, July 31, 

1911. 
Bulletin (Farmers') 463. The Sanitary Privy, by C. W. Stiles and 

L. L. Lumsden, August 22, 1911. 
Bulletin (Farmers') 48 7. Cheese and its economical uses in the 

diet, by C. F. Langworthy, Ph. D. and Caroline L. Hunt, A. B., 

February 26, 1912. 
Bulletin (Farmers') 4 9 0. Bacteria in Milk, by L. A. Rogers, April 

13, 1912. 



Institute op Teachers 149 

Bulletin (Farmers') 52 6. Mutton and its Value in the Diet, by 

C. F. Langworthy, Ph. D. and Caroline L. Hunt, A. B., April 

19, 1913. 
Bulletin (Farmers') 535. Sugar and its value as food, by Mary H. 

Abel, June 7, 1913. 
Bulletin (Farmers') 559. Use of Corn, Kafir, and Cowpeas in the 

Home, by C. F. Langworthy, Ph. D., Sc. D. and Caroline L. 

Hunt, October 16, 1913. 
Bulletin (Farmers') 565. Corn Meal as a Food and Ways of Using 

it, by C. F. Langworthy, Ph. D. and Caroline L. Hunt, A. B. 



150 Outlines of Lessons 



10. Permit. 



HYGIENE FOR PERMIT BOYS. 



First tweuty-four lessons. 



W. F. WEISEND. 



Committee. 



W. F. Weisend, Chairman, Manitowoc, 

Roy J. Carver, Marshfield, 

I/. R. Creutz, Beaver Dam. 



Madison, Wisconsin, Sept. 1, 1914. 



Lesson I. 

Preparation for tiie Day's Work. 

1. As soon as you wake in tlie morning, get up, throw back the 

bed clothes, and close the window. 

2. Visit the toilet. 

3. Wash your hands thoroughly, using soap and warm water. 

Clean the wash bowl after washing your hands. 

4. Wash your face, ears and neck with clean water. Do not use 

too much soap. 

5. Clean your teeth. 

6. Comb your hair. 

7. Clean your finger nails. 

Now you are ready for breakfast. 

Open your bedroom window before you leave the room for 
the aay. 



Institute of Teachers 151 

To the teacher: This brief outline should be amplified and full 
instructions given about cleaning teeth, etc. The importance 
of keeping the bowels regular should be emphasized. This can 
be made a very valuable lesson if it is properly handled. 

liesson II. 

Care of the Teeth. 

1. What are teeth for? 

Not merely for ornament. Their chief use is to prepare 
food for the stomach, to grind the food and mix it with, 
saliva. Food which is not thoroughly chewed causes in- 
digestion and constipation. 

2. How long should the teeth last? 

To the end of life. 

3. How do we lose them? 

By decay and loosening. 

4. What causes teeth to decay? 

Bits of food and candy sticking to the teeth; also a poor 
physical condition. 

5. Can decay be prevented? 

Yes to a large extent. 

6. How can decay be prevented? 

By scrubbing the teeth thoroughly with a tooth brush, tooth 
powder, and water, and by keeping up with the general 
health. 

7. How often should the teeth be cleaned? 

At least twice a day. Better after each meal. 

8. A dentist should examine the teeth twice a year. 

9. Bad teeth add to the chance of catching infectious disease, such 

as tuberculosis. 
10. Distribute sample tubes of tooth paste on advice of a good 
dentist. 

Lessons HI, IV, V. 

Tuberculosis. 

1. Death rate. 

150,000 annually in the United States and 1,000,000 in the 
world. 

2. Facts discovered by Dr. Robert Koch: 

a. The real name of the microbe is tubercle bacillus. 

b. It is small and slender like a tiny rod. 

c. Three thousand put end to end will measure one inch. 

d. Each one is a separate plant. 

^. Bach ope multiplies by dividing. 



152 Outlines of Lessons 

f. After they leave the body they live but cannot multiply. 

g. They live best in damp, dark places. 

h. In such places they live anywhere from a few weeks to 

two years, 
i. Bright sunshine kills them in a few iaours. 
j. Boiling kills them at once, 
k. Cold does them no harm. 

1. They can live and float around in the driest dust, 
m. They may give tuberculosis to any part of the body, 
n. They give it to the lungs most often. 
o. Tuberculosis of the lungs is what we call consumption. 

3. More consumptives in crowded places than elsewhere. 

4. So-called "Lung Blocks" in larger cities. 

5. Danger of living in a house or room previously occupied by a 

consumptive. 

6. Necessity of thorough disinfection in such cases. 

7. Absolute necessity of SUNSHINE and FRESH AIR. , 

8. Windows in sleeping rooms should be open at all seasons of the 

year. Windows open from the top and bottom will produce 
the best circulation of air. 

9. Danger of living with or near consumptives. 

Germs are in the sputum coughed up. 
IG. Danger of spitting in public places. Laws prohibiting this prac- 
tice have been passed in many places. 

11. Public drinking cups, towels, etc., spread the disease. 

12. Pour things needed by consumptives: 

a. Fresh air both day and night. 

b. Sunshine. 

c. Wholesome food with an abundance of fresh milk and eggs. 

d. Rest for body and mind. 

13. Strongly emphasize the need of fresh air, sun&hine arid cleanli- 

ness. 



Lesson VI. 

The Tobacco Habit. 

1. Results of physical tests made on smokers and non-smokers at 
Yale University. 
The non-smoking group gained in a periad of years. 
In weight: 

24 per cent more than those who'had smoked a year. 
11 per cent more than those who had smoked irregularly. 
In girth of chest: 

2 6.7 per cent more than those who had smoked a year. 
22 per cent more than those who had smoked irregixlarly. 



Institute of Teachers 153 

In height: 

24 per cent more than those who had smoked a year. 

11 per cent more than those who had smoked irregularly. 
In lung capacity: 

7 7 per cent more than those who had smoked a year. 

49 per cent more than those who had smoked irregularly. 

2. Effects on the mind: 

a. As a rule the smokers who entered college were about 

fifteen months older than the non-smokers. 

b. Of every hundred who took the highest rank in scholar- 

ship only five were smokers. Ninety-five were non- 
smokers. 

3. Harmful to growing boys: 

a. Laws have been passed prohibiting sale and use. 

b. The CIGARETTE IS VERY HARMFUL because it is mild, 

hence the smoke is easily inhaled. They are generally 
used in excessive^ quantities. 

4. Athletes are forbidden the use of tobacco. 

5. Useless and harmful expenditures of money. Estimate per year. 

Lesson VII. 

Review of the Essentials of Preceding Lessons 

This lesson is intended to test the boys' knowledge of tlie essential 

facts of lessons I to V. 
It should consist of an oral test to determine whether actual use is 

made of the lessons in hygiene already taught to the class. 
A list of vital questions should be prepared for the recitation period 

by the teacher. 

Lessen VIII. 

Talk by a Physician. 

This lesson is to consist of a talk to the boys by a local physician. 

The subject is the social evil and a proper care of the body — a 

topic of vital importance to boys of this age. 
The talk will deal with the effects of sextual abuse on the mind, 

morals, and body. 

Lesson IX. 

Alcohol a Poison. 

1. Effects on body. 

a. Lowers vitality to resist disease, such as tuberculosis. 

b. Stunts growth of growing boys. 

c. Excessive use results in a total physical wreck. 

d. Excessive use often results in death. 



154 Outlines of Lessons 

2. Effects on mind and morals: ' 

a. Weakens the mind. 

b. Accidents on railways, automobiles, etc. 

c. Murders and other crimes are caused by its use. 

d. One addicted to the excessive use of alcohol will not ad- 

vance in life. His mental and moral equipment will 
fall below the required standard. 

3. History of ten families of drunkards and temperance families 

for ten years (Professor Demme of Stutgart, Germany). 

Drunkards' Families Temperance Families 

No. of children 57 ...61 

Died before six weeks old ....25.... 5 

Idiots 6 . 

Stunted in growth 5 

Epilepsy 5 

Nervous in childhood, cured . ..... 6 

Ordinary good health in child- 
hood 17.5% .81.5% 

(To be written on black board) 

4. Useless expenditures of money. Estimate amount. 

5. The lives of many families are ruined through the use of alcohol. 

Divorces. 



Lesson X. 

Review lesson similar to the lesson VI. 

Lessons XL XII. 

Eye Troubles. 

1. Causes: 

a. Reading books with poor print. 

b. Reading books with a dim light. 

c. Sitting incorrectly with light on the eyes and a shadow 

on the book. 

2. Correct Position: 

The best position is the one in which the light comes over 
the left shoulder. A habit of correct sitting while read- 
ing and writing should be permanently formed. 

3. Bad Effects: 

a. Headaches. b. Dizziness. c. Nervousness of various 
kinds. 

d. Wearing glasses. 



Institute op Teachers 155 

4. Things in the Eye: 

a. Never rub the eye affected. RuTabing the other eye often 

assists the flow of tears and helps to wash out the 
particle. 

b. Close the eyes for a few minutes until tears begin to flow. 

c. If tears have not washed it out take hold of the eye lashes 

of the upper lid and bring it out and draw dOM'^n over the 
lower lid. The particle will often be held on the lower 
lid. 

d. Sneezing or blowing the nose sometimes helps. 

e. Hold the upper lid away from the eye and roll the eyeball 

up and down and from side to side. 

f. If these ways are unsuccessful have a friend stand behind 

you, take hold of the eyelashes, and turn the lid back. 
This exposes the surface of the upper lid, so that the 
particle can be removed with a piece of soft, wet cloth. 

5. Black Eye: 

A black eye should be bathed with hot water and rubbed 
gently to remove the extra blood. 

6. When eye lids twitch wash the eye with boracic acid. Dissolve 

a teaspoonful of boracic acid powder in a pint of hot water. 

Lessons XIII, XIV. 

Drowning — Artificial Respiration. 

1. Importance of learning to swim. 

a. In some schools in Europe and this country a boy cannot 
get a diploma until he has mastered the art of swim- 
ming. 

d. Usefulness in case of accidents. Illustrations. 

c. Every boy should learn to swim and dive. 

2. Emergency measures: 

a. If you fall overboard do not splash. Lie quietly on your 

back and breathe deeply. 

b. A finger on an oar will keep a person afloat. 

c. Try to swim even if you have never learned how. 

d. A stiff hat will keep a person afloat. 

3. Danger of going on thin ice. 

4. Artiflcial Respiration: 

a. Do not wait for a doctor. 

b. Do not wait to remove the person's clothes. 

c. Do not wait for anything. 

d. The one thing necessary it to make the person breathe. 
,e. Teach the method suggested in Chapter XXIV of Emerg- 
encies, Gulick Hygiene Series. The English Govern- 
ment Life Saving Service has adopted it and our own 
government has it under consideration. 



156 Outlines of Lessons 

Lesson XV. 

Talk by a Physical Director or Physician. 

This lesson consists of a talk to the class by a physical director or 
physician on a bubject such as proper breathing, cleanline&s, 
beneficial exercises, etc. 

Lesson XVL 

Review. 

Lessons XVII, XVIII, XIX. 

Sprains. 

1. Cause: 

Injuries to ligaments. Ligaments bind the bones together. 
Discussion of ligaments. 

2. Kinds: 

a. Slight, i. e., ligaments may have had only a little extra 

strain put on them. This hurts for a few minutes but 
is of no consequence. 

b. Serious, i. e., a ligament may be pulled away from the 

bone or may pull a piece of the bone off with it. (Illus- 
trate by drawings). Often it is more serious than a 
broken arm or leg. 

3. Effects: 

a. The swelling is caused by broken blood vessels and lymph 

vessels which cause blood and lymph to gather about 
the sprain. 

b. If serious a person is unable to use the injured member 

of the body. 

4. Treatment: 

a. Put the sprained ankle or wrist under a cold water faucet 
and let the v/ater run on it until bandages are prepared. 
This treatment contracts the capillaries and keeps some 
of the blood away. The movement of the; lymph is also 
delayed. Hot water may be used instead. Warm water 
is bad. 

b: Hold injured joint as high as convenient so as to allow 
the blood to flow away from the joint. 

c. Before putting on the bandage a little well-directed pres- 

sure by the hands to drive the extra blood away is a 
good practice. 

d. Bandaging the joint: 

(a) Pressure must be on soft spots. 

(b) Place little wads of cotton on soft parts and tightly 

bandage them. 



Institute of Teachers 157 

(c) Whole joint must be tightly bandaged, but not above 

the injury. 

(d) The bandage should be changed each day and the joint 

rubbed a little each time. 

(e) If the sprain of the ankle is slight, let water flow on 

the ankle for a while, then put on a pair of shoes, 
lacing tightly the one on the sprained ankle. Then 
go for walk. This keeps down the swelling. 

(f) Massage and exercise are better than a plaster cast. 

Call a physician if sprain is very serious. 



Lesson XX. 

Talk by a physician on some topic of importance to the class. 

Lesson XXI. 

The purpose of this lesson is to test the class on the essentials of 

some of the preceding lessons. 
It should consist, as in preceding review lessons, of an oral test 

to determine whether actual use is made of the lessons in 

hygiene already taught in the class. 
A list of important questions should be prepared by the teacher 

for each review lesson. 

Lesson XXII. 

Cuts and Wounds — Antiseptics. 

A lesson on the treatment of cuts and wounds may be inserted 

here. 
A list of antiseptics, such as peroxide, boracic acid, carbolic acid, 

should be prepared for the recitation. 

Cleanliness should be emphasized. 

Lesson XXIII. 

A lesson on the importance of frequent bathing, washing of the hair, 

and care of the finger nails. 
It will consist of a conversational lesson between the class, and 

teacher. 



158 Outlines op Lessons ■ 

Lesson XXIV. 

Poisoning. 

1. Send for a doctor. 

2. Immediate measures of relief: 

Until he comes give an emetic such as cupfuls of mustard 
and warm water (one tablespoonful of mustard to a quart 
of water), or salt and water. He must drink it until he 
vomits. Do not delay. If necessary give warm water, 
if obtainable, if not use cold water until some has been 
warmed. Prompt action is necessary. A life may depend 
on it. 

3. If an acid, such as carbolic, hydrochloric, nitric or sulphuric, has 

been swallowed, use thick lime water and whites of eggs. 

4. If an alkali, such as ammonia, lye, or potash, use vinegar and 

water and a, large dose of oil or milk. 

5. A purgative such as castor oil should be taken to flush the intes- 

tines. 

6. Prepare a table from some book showing the treatment of other 

cases of poisoning. Give each boy a copy to keep. 

7. Emphasize that immediate action, as described above, is ir^- 

perative. 

Lesson XXV. 

Review lesson similar to those preceding. 

Lesson XXVI. 

A lesson on the benefits of deep breathing of pure air may be sub- 
stituted for one of the preceding lessons. 



DISCUSSION. 
By W. F. Weisend, Manitowoc. 

In preparing the lesson outlines in Hygiene, we have aimed at mak- 
ing them, practical, and of direct personal service to the boys. The 
(lessons are based, largely, on experience gained in teaching this subject 
for two years in the Boys' Continuation School. 

Lesson I is the preparation for the day's work. Every continuation 
school teacher will realize the importance of this lesson. The majority 
of these boys have not been brought up to appreciate the value of clean- 
liness, neatness, etc., suggested here. 

This brief outline should be amplified and full instructions given. 
This can be made a very valuable lesson if it is properly handled. 

Lesson II is on the care of the teeth. I have found the continuation 
boys to be very negligent in this respect. If the school is able to induce 



T Institute op Teachers 159 

the boys to take proper care of their teeth and mouth, the benefits con- 
ferred will be great enough to justify its existence. 

Last year I distributed sample tubes of tooth paste and found this 
means helpful in getting the boys interested in taking care of their 
teeth. Tooth paste should only be distributed on the advice of a good 
dentist. The train of evils following the neglect of the teeth, as well 
as preventative measures, are indicated in the outline. 

Lessons III, IV and V deal with the subject of tuberculosis. Inter- 
esting facts concerning the disease are given. The importance of fresh 
air both day and night, sunshine, wholesome food, and rest for body 
and mind, is strongly emphasized. 

"Windows in sleeping rooms should be kept open both day and night. 
One window open at the top and another at the bottom will produce 
the best circulation of fresh air. The pupils should be asked to open 
windows in the school room so that they cannot misunderstand in- 
structions. Many of the boys come from homes where scarcely any at- 
tention is given to ventilation, and where the idea often prevails that 
fresh air is actually dangerous to health. In many cases several people 
sleep in the same, dark, poorly-ventilated room. It is surprising how 
few sleep in well-ventilated rooms. 

The Continuation School will accomplish a great good, not only to 
the boys, but to their families as well, if this subject can be made to 
function in their homes. 

The tobacco habit is considered in lesson VI. It is almost impossible 
to convince boys of this age and type, that tobacco is injurious. How- 
ever, particular stress should be laid on the harmful effects of cigarette 
smoking. The cigarette is very harmful because it is mild, hence, the 
smoke is easily inhaled, and consequently they are generally used in 
excessive quantities. It would be well to read the law, forbidding the 
use of tobacco by boys under sixteen years of age, and imposing a fine 
for conviction of this offense. 

The seventh lesson is a review of the essentials of preceding lessons. 
Its purpose is to test the boys' knowledge of the essential facts of les- 
sons I to IV. It should consist of an oral test to determine whether ac- 
tual use is made of these lessons. A list of vital questions should be 
prepared by the teacher for the recitation period. 

A talk by a physician is the title of the eighth lesson. The subject 
is the social evil and proper care of the body — a topic of vital impor- 
tance to boys of this age. The talk will deal with the effects on mind, 
morals and body. 

Lesson IX considers the evil effects of alcohol. Some of the boys 
come from homes where alcohol is used to excess, and as their environ- 
ment is bad, are exposed to temptations of this kind. 

Lesson X is a review similar to lesson VI. 

The next outline treats of eye troubles, their causes, effects, correct 
position, particles in the eye, black one, and twitbhing eyelids. 

The class should be told that boric acid is inexpensive and relieves 
twitching eyelids. Dissolve a teaspoonful in a pint of hot water. 

Lessons XIII and XIV deal with cases of frowning and artificial res- 
piration. 



160 Outlines of Lessons 

During the past few yfears Several boys in Manitowoc lost their lives 
by drowning. Some of these could have been saved if the facts in this 
outline had been known and observed. Every boy should be thoroughly 
fafiaillar with a good method of artificial respiration. 

*rhe next lesson consists of a talk to the class by a physical director 
or physician on a subject such as proper breathing, cleanliness, bene- 
ficial exercise, etc. 

Lesson XVI is a review lesson similar to those preceding. 

Lessons XVII, XVIII and XIX deal with the general subject of 
sprains, the causes, kinds, effects and treatment. I know of two cases 
where the boys treated sprains in accordance with the outlines taught 
them, and thus avoided much pain and inconvenience. 

If a sprain is serious a physician should be called; but if it is slight, 
home treatment, such as suggested, will suffice. 

The twentieth lesson consists of a talk by a physician on some topic 
of importance to the class. 

The aim of the twenty-first lesson is to test the class on the essentials 
of some of the preceding lessons. It consists, as in preceding review 
lessons, of an oral test to determine whether actual use is made of the 
lessons already taught to the class. A list of important questions 
should be prepared by the teacher for each review lesson. 

A lesson on the treatment of cuts and wounds may be inserted here. 
A list of antiseptics, such as peroxide, boric acid, carbolic acid should 
be prepared for the recitation. Cleanliness must be emphasized. 

Outline XXIII is a lesson on the need of frequent bathing, washing 
of the hair, and care of the finger nails. It is a conversational lesson 
between the class and teacher. 

Lesson XXIV suggests treatment for various cases of poisoning. 

A lesson on the benefits of deep breathing of pure air might be sub- 
stituted for one of the preceding lessons. 

Personal neatness and cleanliness should constantly be held up to the 
class. 

The boys in Manitowoc walk from one to two miles in coming to 
school, and consequently have an excellent opportunity to derive bene- 
fit from the deep breathing of pure air. I have emphasized this topic,, 
repeatedly, and many of the boys are taking advantage of it. 

One of the boys told me that he awoke one morning with a severe- 
headache, went outside as soon as possible, and relieved the pain by- 
deep breathing. His father refused to have any of the windows open 
at night, but the boy, who is weak, physically, is trying to change his. 
views on this subject. 

I know from experience in teaching this subject that many things 
of value are applied by the boys as a result of studying these lessons. 

This work, to be of any value, must function in the lives of the pupils. 

The classes have, to some extent, been using several books as an aid' 
in studying this subject, mainly. Emergencies, Town and City, and Hy- 
giene for the Worker, by Tolman. Thus, the recitation in hygiene be- 
comes a lesson in reading, as well. 



Institute of Teachers 161 



11. Permit. 



HYGIENE FOR PERMIT GIRLS. 



First twenty-four lessons. 



EDITH SCOTT. 



Committee. 



Edith Scott, Chairman, Oshkosh, 

Margaret Nelson, Beaver Dam, 

Carrie E. Morgan, Appleton 



Madison, Wisconsin, Sept. 1, 1914. 



HYGIENE FOR GIRLS. 
Lesson 1. 

Care of Food in the home. 

1. Necessity for cleanliness of 

(a) Utensils. 

(b) Person. 

(c) Clothing. 

2. Necessity of keeping from dust. 

The proper method of sweeping and dusting taught here. 

3. Flies and their relation to food. 

a. Care of garbage. 

b. Use of screens and flypaper. 

c. Removal of manure and other breeding places 

11— B. I. B. 



162 Outlines of Lessons 

Ijcsson 2. 
What to Eat. 

1. Kinds of food. 

2. Nutritious drinks. 

3. Harmful drinlts. 

4. When, how, and how mucTi to eat. 

Lesson 3. 

1. Digestion. 

The mouth. 
The teeth. 

Their use in digestion. 
The importance of caring for them. 
Proper methods of cleaning. 
Visiting the dentist. 
How often. 
Importance of 
To health. 
To looks. 
To pocketbook. 



> liCsson IV. 

2. The salivary glands. 

Their use in digestion. 
Relation of teeth to them. 
Relation of water to them. 
Overworking by 

Gum chewing. 

Eating between meals. 

Lesson V. 

1. Food in the stomach and intestines. 

Action of the gastric, pancreatic and intestinal juices and the bile. 

Lesson VI. 

1. Typhoid fever. 

1. The germ in the body. 
Effect on linings. 
Symptoms. 
Dangers and after effects. 



Institute of Teachers 163 

2. How it is spread. 

By means of hands, clothing, bedding or flies. 
By means of (a) Water from surface of earth, (b) un- 
protected closets or cess pools (c) sewers. 
By milk. 
Germ carriers. 

Germs from hands. i 

Water in which milk vessels are v/ashed. 



Lesson. VII, 



1. Prevention. 

Precaution of all excreta. 
Precaution with attendant. 
Precaution with sick room. 
Protection of water supply. 
Protection of food stuffs. 
Protection against flies. 
Protection against carriers. 



Lesson VIII. 



1. The covering of the body. 

1. Structure of skin. 

Dermis. 

Epidermis. 

Hair follicles. 

Sweat glands and pores. 

2. Use of the skin. 

Protection. 
An excreting organ. 
To regulate temperature. 



Lesson IX. 

1. Bathing. 

Necessity for. 
Frequency of 
Manner of. 
Use of cold bath. 

A protection against colds. 

Dangers of. 
Relation to clothing. 



164 Outlines of Lessons 



Lesson X. 

1. Skin diseases. 

Pimples and boils. 

Causes. (Lack of proper food and fresh air). 

Remedies. 
Relation to clothing. 
Itch. 

Symptoms. 

How contracted. 

Remedies. 
Complexion powders and pastes. 

Lesson XI. 

1. Wounds of the skin. 

Care of wounds made by a clean instrument. 
Tie up in blood. 
Use of two cloths. 
Unclean wounds. 

Wash with weak disinfectant (Carbolic acid or biniodid of 
i mercury). 

Care of afterwards. 
Blood poisoning. 



Lesson XII. 



1. Tetanus. 

The germ. 
Where found. 
How it enters the body. 
Care of wounds. 
Symptoms. 
Antitoxin. 



Lesson XIII. 

1. Burns. 

What to do to prevent or check. 
Use of woolen clothing. 
Lying down. 
Rolling over. 
Why, 
Treatment of burns. 

Use of soda, flour, carron oil> vaseline) sweet oil, linseed oil, 
carbolic salve. 



Institute of Teachers 165 



Lesson XIV. 

1. Mucous membrane. 

1. Lining of body. 

2. Delicate structure. 

3. Easily infected thru. 

Dust. 

Common drinking cups. 
Articles placed in mouth. 
Common toilet seats. 

4. Soroe diseases so contracted. 

5. How to avoid this infection. 

Lesson XV. 

1. The Hair. 

1. Growth of. 

2. Care of. 

Brushing. 

Shampooing (Methods). 
Dandruff — cause — cure. 
Becoming dressing of hair. 

Lesson XVI. 

1. The Nails. 

1. Growth of. 

2. Care of — (Every cooking lesson caring for the nails is a pre- 

requisite for beginning work.) 

3. Hangnails. 

4. Ingrowing nails. 

5. Dangers in soiled nails. 

2. The Lungs and Air passage. 

Lesson XVII. 

1. The air passages. 

1. Names — location — use. 

2. Kinds of breathing. 

Mouth breathing. 
Evil effects. 

On shape of mouth. 

Allows entrance of bacteria. 

Allows entrance of cold and dusty air to the lungs. 
Nose breathing. 

Lining of air passages and why beneficial. 



166 Outlines op Lessons 



Iiesson XVIII. 

1. Adenoids. 

Appearance and location. 

Symptoms. 

Effects on growth. 

Effect on mentality, hearing, etc. 

Importance of treating. 

2. Enlarged tonsils. 

Location. 

Effects on breathing, voice, lungs and digestive organs. 

Cure. 



Lesson XIX. 

Ventilation. 

How to ventilate rooms. 

Necessity of pure fresh air. 
Correct breathing. 
How to breathe. 
Expansion of chest. 
Use of abdominal muscles. 
Deep breathing when out of doors. 
Tight clothing. 
Effect on breath. 
Effect on lungs. 
Distortion of ribs. 



Lesson XX. 

1. Diseases of Air passages and Lungs. 

1. Diphtheria. 

The germs. 
Where they grow. 
How they enter the body. 
By way of mouth or nose. 
Passed from one person to another. 

(a) Coughed into air and inhaled. 

(b) From spit — by way of dust. 

(c) Prom handkerchief, books, furniture, pencils, 
public drinking cups. 

From milk. 

Domestic animals — especially cats. 

Flies. 

2. Treatment (antitoxin). 



Institute of Teachers 167 



l/essoB XXI. 

1. Tuberculosis. 

Something about the germ — size — where found. 
How scattered. 

Sputum, etc. — as above. 
Disinfection of sputum. 
Tuberculosis of animals. 

5. Laws in regard to spitting in public places — and on inspection 
of cattle. 



Lesson XXII. 

1. Tuberculosis. 
Treatment. 

Importance of early treatment. 
Factors in treatment. 
Rest. 
Food. 

Meat, eggs, milk. 
Outdoor life. 
A war against and favorable results. 



Lesson XXni. 



1. Exercise. 

1. Outdoor exercise. 
Different kinds. 
Games. 



Lesson XXIV. 

Indoor exercise. 

Work a good exercise. 
Drills in exercise. 
Head and chest. 
Arms and legs. 
Abdomen and waist muscles. 
Harmfulness of tight, cumbersome or improperly supported 

clothing. 
Suitable for wean. 



168 Outlines op Lessons 

hygiene for girls. 

Edith J. Scott, Oshkosh 

In preparing the lesson outlines in hygiene the committee took into 
consideration tohat it is best to undertake, loJiy those topics are best 
and how they may be taught so as to be of the greatest value to the 
girls. 

As to what we considered most important the outline speaks for 
Itself; why we chose those particular topics may need a few words of 
explanation. 

Evidently the aim in this work is to give the girls the simplest most 
vital rules of health and to get them to obey those rules. With this 
as our aim we have taken up in these lessons only the subjects that 
lead to some health rule and we have put into each topic the most es- 
sential points. Our thought was to teach enough of the structure under 
discussion, or of the causes and results of disease to convince the girls 
that the laws of health are not arbitrary that there are good reasons 
for every one we give, that these rules are matters of common sense 
based on fact. 

The question of how to teach these lessons is a more difficult one to 
handle; in dealing with it we must take many things into consideration. 
We must recognize the fact that in these schools we lack many of the 
incentives of the common school. There are no study periods no pro- 
motions, no graduations. We cannot hold them responsible for the 
preparation of lessons or the completion of a course. Under the pres- 
ent interpretation of the law attendance is very irregular and no mat- 
ter how we group the girls we cannot do away with the constant drop- 
ping in of beginners and dropping out of those who are sixteen. Many 
of the girls feel that school was completed before they came to us and 
recent the compulsory attendance and loss of wages that it entails. 

These being the conditions under which we work it seems to us that 
as far as possible each lesson must be a unit, taught and recited or re- 
produced during the same session. We have tried to make the out- 
lines conform to this and though some lessons are linked to a preceding 
one nearly all can be handled independently. 

Since there is no study period, instruction must be given by conver- 
sation, by class-reading of some simple text, or by experiment. In the 
conversation lessons the customary method of using pictures, diagrams 
and news items to rouse interest and hold attention is helpful. Per- 
sonal testimony from members of the class as to results of observance 
or non-observance of health laws are always stimulating. Lessons re- 
lating to pure water supply, garbage disposal or checking contagion 
may all be connected With local questions and lead naturally to civics. 

In these conversation lessons we r^ust be careful to keep our language 
within their vocabulary and to give clearly such information as is 
necessary. At the close of the talk the main points considered and the 



Institute op Teachers ' 169 

health rule deduced should be summed up clearly hy the teacher by 
means of outlines or simple statements. 

In class reading some simple text should be chosen as Ritchie's 
Primer of Hygiene or Primer of Sanitation. Have pupils read and 
stop them frequently for comment or reproduction of paragraphs. Be 
sure that they understand the language of the textj test this by ques- 
tions for they will often read glibly words and sentences that have no 
meaning to them. 

The weak point in the methods discussed above is that too much 
work is done by the teacher and there is too little response from the 
class. This causes inattention and lack of interest but if each lesson 
is closed by the demand for some form of reproduction of the work 
covered, this defect is minimized. The reproduction may be oral or 
written, both ways having defects and advantages. Oral reproduction 
takes but little time but is apt to be monopolized by the brighter mem- 
bers; the class enjoys it but the weaker members cheerfully shift all 
responsibility to abler shoulders. 

The written reproduction, on the other hand, takes much more time 
but calls for more individual effort. It may take the form of answers 
to questions, an outline of the lesson, or a resume of it. 

As much variety as possible should be introduced into both lessons 
and reproductions, and short reviews of rules given with questions as 
to the observance of the rules helps to form the habit of caring for the 
health. 

The methods I have outlined above are the ones used during the two 
years I have been in this work but I have a different method under 
consideration that I shall experiment with to some extent this year, 
and which we hope, will make more demand for individual effort and 
lead to greater self reliance. 

Our idea is to follow with some modifications the lines of correspond- 
ence school work. To do this we are getting out a series of card les- 
sons covering the various topics in the course. These lessons are to 
have suggestive illustrations and consist largely of questions and direc- 
tions for study or work. Each pupil upon entering the class is given 
the first card in the series and when she has finished the work on that 
she returns it and begins the next. By this plan each pupil is en- 
couraged to progress as fast and as far as she can and none is held 
back for another, while all necessary help or corrections can be given 
by the teacher as the work progresses. 

One defect is the time it takes. From eight to ten hours a year is 
not very long and if we depend upon the pupil to get the information 
and summarize it I fear that much that seems necessary will be left 
untouched; on the other hand the power gained may be of more value 
than the knowledge we might give. The plan seeras to me, worth try- 
ing either alone or as a supplement of the class work. I will give be^ 
low a copy of one of the card lessons. 

The first illustration is the little advertising picture of three little 
children brushing their teeth with the words "The Early Brush Catches 



170 Outlines of Lessons 

the Germ." The second card shows a device for keeping brushes, 
glasses etc. The work is as follows: 

Read Primer of Physiology pages 182 — 186. 

Why do dirty teeth decay? 

Why not let the teeth rot out and get false ones? 

Why not let them go and do without teeth? 

How often should a dentist examine your teeth? 

How long should you wait after finding a hole in your tooth before 
you have it filled? 

In what ways is the body injured if you have poor teeth or no teeth 
to chew with. 

Explain just how the teeth should be cleaned. 

Here is a good arrangement for keeping tooth brushes and mugs. 
Perhaps you can arrange something like it in your home. 

Work these problems: 

A tooth brush may be bought for ten cents. If you bought three each 
year, what would be the cost of your tooth brushes for ten years? 

If by not using a brush you got five decayed teeth, three back ones 
and two front ones, what would it cost at local prices to get them filled? 

If you lost during those ten years, ten days' work because of tooth 
ache and visits to the dentist, how much would you lose and pay out 
for decayed teeth? 

What would you have gained in money by keeping your teeth clean 
and sound? 

(Write Miss Scott for her series of printed lessons — W. K. Hicks) 



HYGIENE FOR PERMIT GIRLS. - 

Margaret Nelson, Beaver Dam, Wis. 

The greatest good we can do for our girls is, undoubtedly, to put into 
their possession facts that will not only relieve but also prevent them 
form disease. If we can make them know that to obtain efficiency, 
happiness, long life, an improved race, and even beauty, they must have 
good health we have indeed done a great good. 

Our outlines were made out from the work we did last year in a 
mixed class of girls and boys. We spent twenty minutes each day in 
the academic classes. 

With the girls, however, the facts learned in the hygiene class were 
further impressed by practical application in connection with their in- 
dustrial work. 

The first lessons on food in the cooking class were correlated with the 
hygiene lesson on "The Care of the Food in the Home" and the seven 
lessons following. The necessity of keeping free from dust, insects and 
dirt of all kinds, was impressed upon their minds by letting them know 
and see of what these are composed. Each girl was given a dish of 



Institute op Teachers 171 

culture fluid. Dust from different sources such as from sweeping, dust- 
ing, brushing cloths, allowing insects to crawl over, etc., was collected. 
These dishes were set in favorable places for the growth of bacteria and 
then examined. The fact that dust has living organism in it was a 
revelation not to be forgotten. 

The proper method of sweeping and dusting followed with a practical 
lesson in the proper cleaning of the kitchen, dining room and sewing 
room. 

The danger from flies and other insects was observed from the 
growths on the culture over which they had crawled. The proper care 
of garbage, the use of screens and fly paper, and the removal of all 
breeding places was taught. 

After the lessons on the structure, use, and care of the skin had been 
given, soap, water and a few simple manicure articles were given to 
each girl and the proper use of each article was taught. This lesson 
preceded each lesson in cooking until the habit had become a part of 
them. 

After the lesson on the skin, including wounds of the same, one of the 
girls burned her hand quite severely. Application of the knowledge on 
the caring for wounds was demonstrated by dressing the wound before 
the class. Simple remedies were given and ways to prevent or check 
burning clothing was demonstrated. 

At another time a girl cut her finger. A lesson on proper bandaging, 
the ways to stop the flow of blood, and the care of wounds made by un- 
clean as well as clean instruments was taught. 

When an epidemic of colds raged opportunity was taken to give 
cause, care, cure and prevention of colds, impressing the proper methods 
of ventilation in the sleeping room, effects of draughts and how to pre- 
vent without excluding the air, the proper breathing, the use of the cold 
bath, and some simple remedies for colds. 

Whenever possible in every case practical application in their every 
day activities followed their hygiene lessons. Great interest as well as 
great good resulted. 



172 Outlines of Lessons 



12. Evening. 



GASOLINE ENGINE PRACTICE. 



First twenty-four lessons. 



A. W. SIEMERS. 



Committee. 



A. W. Sieniers, Chairman, Madison, 

Edward Elliott, Oshkosh, 

H. C. Buell, Janesville. 



Madison, Wisconsin, Sept. 1, 1914. 



I. Four Cycle Engine 

(A) Definitions 

(a) internal-combustion 

(b) various strokes 

(c) main parts 

(B) Principles of Operation 

(a) development 

(b) types 

(c) relative value of vertical and horizontal type 

(d) conversion of heat into work 

II. Four Cycle Engine (continued) 

(A) Graphic representation of four stroke cycle 

(a) intake and compression 

(b) expansion and exhaust 

(B) Multi-cylinder engines 

(a) two, four and six-cylinder 

(b) compound engines 

(c) tandern 



InstiI-uICe of Teachers . 173 

III. Two Cycle Engine 

(A) Principles of Operation 

(a) design of crankcase 

(b) inlet and transfer passage 

(B) Grapliic representation of strokes 

(a) first-stroke-compression and suction 

(b) second-expansion and compression 

IV. 



Cylinder Cooling 




(A) 


Why r 


■equired 






(a) 


heat transmission 






(b) 


prevention of pre- 


ignition 




(c) 


lubrication difficulties obviated 


(B 


Types 








(a) 


water 






(b) 


oil 






(c) 


air 





(C) Application of above types 

V. Cams and Half-time Gears 

(A) Spiral Gearing 

(B) Spur Gearing 

(C) Eccentrics 

(D) Worm and Bevel Gears. 

VI. Governors 

(A) Types 

(a) cut-out 

(b) throttling 

(B) Adjustment 

(a) flexibile 

(b) positive 

Vn. Hot-tube and the Electric Spark 

(A) Principles and Comparison 

(a) design 

(b) objections and advantages 

(c) timing or ignition 

(B) Hot-tube Timing Valve 

(a) design and operation 

(b) features 

VIII. Make and Break Ignition 
(A) Mechanism 

(a) Igniier 

(1) insulation 

(2) contact points 

(3) adjustment 



174 Outlines of Lessons 

(B) Circuit 

(a) wiring diagrams 

(b) coil 

(c) arrangement of switch and batteries 

(C) Types 

(a) their similarity 

(b) positive action 

(c) graphic representation 

IX. Jump Spark ' 

(A) Features 

(a) mechanism simplicity 

(b) smaller number of moving parts 

(B) Circuit 

(a) wiring diagram 

(b) induction coil 

(c) spark plug 

(d) timer 

(C) Adjustment and care of parts given under (B) 

X. Magnetos 

(A) Features 

(a) permanent field magnets 

(b) unaffected by speed of machine 

(B) Types 

(a) low tension 

(b) high tension 

(C) Care of Magnetos 

(a) oiling of bearings 

(b) cleaning of brushes 

(c) insulation 

XI. Valves 

(A) Poppet Valve 

(a) construction and design 

(b) valve seat and stem 

(B) Operation of Valves 

(a) cams 

(b) automatic (spring) 

(C) Grinding and care of valves 

(D) Rotary and slide valves 

XII. Gasoline and Carburetors 

(A) Gaseous Mixtures 

(a) various fuels 

(1) gasoline 

(2) kerosine 

( 3 ) gas — natural 

(4) gas — producer 

(B) Proportion of Gas and air - 

(a) tables and formulas 



Institute of Teachers 175 

Xili. Gasoline and Carburetors (continued) 
(A) Types of Carburetors 

(a) simplicity and ease of adjustment must be one of 

the main features 

(b) control of fuel 

(c) economy 

XIV. Valve Setting and Timing 

(A) Adjustment 

(a) gear setting 

(b) cam-sbaft lengtbing 

(B) Effect upon engine operation 

(a) various speeds obtainable 

(b) fuel consumption 

(c) liorse-povi^er efficiency 

XV. Lubrication 

(A) Methods 

(a) force-feed 

(b) gravity 
(e) splash 

(B) Lubricating Oils 

(a) low carbon 

(b) must not burn easily 

XVI. Kerosene and Crude Oil Engines 

(A) Types 

(a) carburetors 

(b) cylinders and valves 

(B) Efficiency and economy of operation 

(C) Elimination of causes of trouble 

XVII. Horsepower 

(A) Components 

(a) energy ^ 

(b) work 

(c) power 

(B) Measuring divices 

(a) prony-brake 

(b) belt-brake 

(C) Power caluclation and formulas 

XVIII. Purchasing an Engine 
(A) Features 

(a) simplicity 

(b) sufficient horsepower 

(c) efficient cooling system 

(d) reliable Ignition 



176 Outlines of Lessons 

XIX. The Automobile — Its Arrangement 

(A) The Chassis 

(a) running gear 

(b) power plant 

(c) transmission 

(B) The Body 

(a) open and closed 

(b) seats and dash 

(c) top and shield 

XX. Types of Automobile Engines 

(A) Four-Cycle 

(a) water and air cooled 

(b) two cylinder opposed 

(B) Two-Cycle 

(a) valveless 

XXI. Transmission and Differential 

(A) Types of Transmissions 

(a) sliding gear 

(b) selective 

(c) planetary 

(d) electric actuated 

(e) friction 

(B) Differential Gears 

(a) spur gear 

(b) bevel gear 

XXII. Clutches, Axles and Brakes 

(A) Types of Clutches 

(a) cone 

(b) disk 

(c) multiple ring 

(d) contracting and expanding 

(B) Types of Axles 

(a) full-floating rear axle 

(b) semi-floating rear axle 

(c) live and dead axles 

(C) Types of Brakes 

(a) contracting and expanding 

(b) service and emergency brakes 

XXXIII. Control and Driving 
(A) Steering gears 

(a) tiller and wheel 

(b) reversible and irreversible 

(c) worm-and-sector 



Institute op Teachers 177 

(B) Control 

(a) lever 

(b) foot pedal 

(c) electrical devices 

(d) carburetor adjustment 

XXIV. Care of Tires, Body, etc. 

(A) Tires 

(a) effect of oil 

(b) weight 

(c) necessity of making small repairs 

(B) Body 

(a) care in washing 

(b) importance of carefully overhauling and looking 

after the automobile bsfore going on a trip. 



GAS ENGINE AND AUTOMOBILE OPERATION. 

I realize that the outline I have prepared on Gas Engine Practice is 
too brief in form to explain and illustrate my reasons for arranging the 
lessons in sequence given, nor do I make known in this outline the 
method of presentation. I have attempted only to set forth a few of 
the most important essentials of the study of the Gas Engine and no 
stress has been placed on one particular lesson. 

Tim_e and again, I have endeavored to arrange and outline a course 
in Gas Engine Practice that not only would look good on paper, but 
would also "turn the trick" so to say, if followed out by the instructor. 

In comparing the number of enrollments and withdrawals of the 
class in Gas Engine Practice with the enrollments and withdrawals in 
other classes in our evening school, I must admit that the deficiency in 
actual class attendance has been more marked in the Gas Engine Class. 

The question immediately .arises, "Who is responsible for this lack 
of attendance? Has not the subject matter been presented in an inter- 
esting way, or is it possible that we have been unable to get in touch 
with the right kind of student? 

Before offering any explanation, I wish you would carefully note the 
various vocations of the students who have taken work in our Gas En- 
gine course. The enrollment statistics for the year 1912-13 show the 
following: 

5 University students 

22 Machinists from Fuller & Johnson, Fort Wayne Electric, and Gish- 
olt Machine Company 

4 Clerks 

1 Blacksmith 

2 Travelling salesmen 

3 Engineers 



178 Outlines of Lessons 

4 Carpenters ; 

1 Cigar maker 

1 Proprieter of Madison club 
1 Moving picture operator. 

It is self-evident on the face of these statistics that the demands on 
the instructor are as various as the callings are of the students who 
have taken work in this class. . We have tradesmen, commercial men 
and University students in one class. Are their interests similar? Is it 
not true in all probability that the University student is interested in 
the Gas Engine Course from a theoritical stand-point, whereas, the man 
from the practical walks of life merely wishes to understand the funda- 
mental principles underlying the operation? 

I must admit that we have been able to get in touch with the right 
type of person, and as that eliminates and answers one of the ques- 
tions I have asked, I must look for a different reason for the early 
withdrawals. 

This is my opinion. The field to be covered in a course in Gas En- 
gine Practice is altogether too extensive. The outline which I have 
presented for your consideration this evening is too lengthy to be cov- 
ered in one term. My suggestion is to sub-divide this outline into 
shorter courses. Specialize in these shorter courses and make your 
work and your presentation more intensive. 

To illustrate, suppose you wish to introduce a course in Gas Engine 
Practice in your school, that the length of term is to be twenty-four 
weeks, and that you wish to devote two class periods to one of the les- 
sons outlined. It would mean a total of forty-eight lessons. My sug- 
gestion of sub-dividing this lengthy course is as follows: devote the 
first six weeks to the study of Gas Engine Construction; the second 
term of six weeks to the adjustments and repairs; the third term to de- 
sign, efficiency and horse power; and the fourth or last six weeks to 
the operation and construction of the automobile. 

Now, what would you gain by so-arranging this particular course? 
You would be able to make known to the perspective student of the 
Gas English Course, at what time a certain phase connected with the 
study of gas engines would be taken up. The student could then adjust 
his time schedule so that he would only be, present in class at the time 
the subjects most interesting to him would be under discussion. 

I emphasize the spending of more time on the theory and operation 
of ignitors and systems of ignition. More trouble is given to the oper- 
ator and owner of a gas engine or automobile thru faulty ignition sys- 
tems than any other one feature. This would, of course necessitate the 
consideration of the elements of electricity and the construction and 
operation of magnetos. 

Whenever possible, obtain a gas engine from a manufacturer. It is 
net absolutely necessary that this be a very large engine, but it should 
be fully equipped and in good working order. The advantages derived 
from demonstrating an engine are self-evident. If, for various reasons, 
you are not in a position to obtain a demonstrating engine, procure 



Institute of Teachers 179 

parts of an engine, such as carburators, igniters, cams, etc. Also, if 
possible make use of a projecting lantern. 

In the matter of texts, I particularly emphasize the lesson sheets that 
have been prepared by the University Extension Division. I do not 
wish to say that these lesson sheets are the very best that can be ob- 
tained, but I do know that we have found them to work out most suc- 
cessfully in our class in the City of Madison. 

In regard to the actual practical work done by the student, we have 
made arrangements with garage owners for the use of their demon- 
strating automobile's and enginei. We have found t'he garage owners 
and manufacturers willing to co-Operate with us and they have even 
gone so far as to tear down engine and auto chassies to be left for the 
student to re-assemble during a visit. 

One word about the order and sequence of the lessons, I have out- 
lined. A sequence that is satisfactory and appears to be practical to 
one instructor does not always impress the next party in the same way. 
The lessons in my outline can be re-arranged and will thereby not be 
impaired, but possibly improved. 

A. W. SlEMEKS. 



DISCUSSION OP OUTLINE ON GASOLINE ENGINE PRACTICE. 

Before discussing the outline on Gasoline Engine Practice which has 
been prepared by the chairman of the committee, I would like to say a 
few words regarding the utility of a Gas Engine Course in the evening 
school. 

It has been said by some that this time should be devoted to more 
general subjects such as Mathematics, English, Drawing, etc. In look- 
ing over the registrations in the courses in English, Typewriting, Ad- 
vertising, Retail Selling, Mechanical Drawing, and similar subjects it 
is found that the students in any class come from occupations and 
trades very closely allied to one another. It might be said that these 
students are specializing in some one particular subject. 

With the general use of the Gas Engine and Automobile, the class in 
Gas Engines usually contains persons from all walks and with all in- 
terests in life. A class held in Janesville a few years ago had 33 occu- 
pations represented, these students coming from all activities of life> 
In going over 175 students enrolled for this course we find doctors, den- 
tists, teachers, laborers, mechanics, merchants, contractors, farmers, 
and many other occupations. This diversity of occupations proves with- 
out a doubt that the Gas Engine Course appeals to and is fulfilling a 
demand among those persons who will profit by instruction and infor- 
mation upon the Gas Engine and Automobile. 

The outline of the 24 lesson course as presented is far from being 
practical. It contains too many lessons and covers too broad a field. 
Some of the material presented is irrelevant, and other portions are 



180 Outlines of Lessons 

taken up under the wrong headings. A course presenting both sta- 
tionery Gas Engines and Automobiles does not work successfully, either 
from the students' or the instructor's point of view. Two distinct fields 
are represented, each appeals to distinct classes, and should be aken 
up in individual courses, containing 10 or 12 lessons. 

The order of presentation of the subjects in the outline is not at all 
logical, and a rearrangement would greatly enhance its value. It is in 
no way desirable to use the 24 lessons as they stand, but if they must be 
used the arrangement would better be as follows: (1) and (2) on the 
Four Cycle Engine; (5) on Cams and Half Time Gears and (11) on 
Valves can very well be taken up under lessons (1) and (2), but should 
in any case follow immediately after; (3) on Two Cycle Engines; (17) 
on Work, Energy, and Horse Power; (12) and (13) on Gasoline and 
Carburetors; (7), (8), (9), and (10) on Ignition; (4) and (15) on 
Cooling and Lubricating; (16) on Kerosene and Oil Engines; (6) on 
Governors; (14) on Valve Setting and Timing; and (18) on Purchas- 
ing an Engine. Lessons (19) to (24) with some changes in the ma- 
terial might follow in the order outlined, although it would be better to 
include this subject in another course. 

The method of presentation in the Gas Engine Course depends very 
much upon the personality and experience of the instructor. The Prin- 
ciples of Gas Engine Construction and Operation cannot in any case 
be taught altogether from text material. They must be taught in many 
respects from first hand experience. 

There are numerous ways of impressing the fundamental principles 
upon the mind of the student. For the purpose of illustrating the prin- 
ciples of the Four and Two Stroke Cycles, I have provided two sectional 
working models showing all the necessary engine mechanism. It is al- 
so essential, in this connection, for the student to have a clear under- 
standing of what an "explosion" is. An experiment arranged to show 
the various rates of combustion fixes the "explosion idea" very firmly 
in the student's mind. For the testing of gas engine fuels, each student 
is asked to bring his own fuel, and is instructed in the proper method 
of testing it. 

For the purpose of demonstration work such as the taking of indi- 
cator cards, adjusting the mixture, timing the engine, etc., it is well to 
provide a working engine in the class room. In the discussion of car- 
buretors and ignition systems, the fundamental principles can best be 
illustrated by simple apparatus obtained from a laboratory or an auto- 
mobile shop. 

The stereopticon and slides offer another very effective method of in- 
struction in this course and can be used with remarkable results to il- 
lustrate almost any phase of the work. A radiopticon which will throw 
on the screen projections of opaque objects can also be used very effec- 
tively as the slides of cards can be taken from text books, catalogues, 
and publications of current gas engine practice. 

The Gas Engine Question Box is about one-half the life of the gas en- 
gine class. Each student has the opportunity to put into this box un- 



Institute of Teachers 181 

signed questions which he wants answered. These questions are put 
before the class for discussion, and usually several weeks pass by be- 
fore the members of the class are through thrashing out the pros and 
cons of the subject under discussion. 

The personal visit to the student in his daily work will do much to 
correlate the class room instruction with his daily occupation. If the 
student is operating a gas engine or an automobile, the instructor has 
a very good opportunity to look over and give suggestions as to any 
trouble which the student may be having with his engine or motor car. 

There is in offering a course of this character one danger to be 
avoided. The impression among many is that students who take a 
course of this kind will be Gas Engine "Experts" and well versed in 
the Practices of Gas Engine Operation. It is wholly Impossible to teach 
Gas Engine Practice in a class, but what can be done is to teach the 
student the more important phase of the work; namely, Gas Engine 
Principles. I am very much in favor of calling the course "Gas En- 
gine Principles" instead of "Gas Engine Practice". Teach any student 
the underlying principles of gas engine construction and operation and 
he will have little trouble in adapting these to modern practice. 

Ben G. Elliott. 



182 OuTLiNES^op Lessons 



13. Apprentice. 



SAFETY FOR APPRENTICES. 



First twenty-four lessons. 



BENJAMIN FRBY. 



Committee. 



Benjamin Frey, Chairman, MilAvauJtee, 

W. W. Dixon, Eau Claire, 

I/. P. Benezet, La Crosse. 



Madison, Wisconsin, Sept. 1, 1914. 



The following outline was prepared in considerable detail because 
of the comparative newness of the subject to most teachers. The 
lessons are intended for 4 minute class periods, and are based 
more upon the "inside" or shop dangers than upon the "out-of-door" 
dangers. Nearly all of the lesson outlines emphasize the face that 
students should first be made thoroughly familiar with the general 
duties, construction and details, of the things involved in the les- 
son. If this is not done, they will not receive the full benefit of the 
instruction from the standpoint either of safety or of the mechanic. 
Home work and shop study is recommended in connection with this 
part of the instruction. 

A partial text such as "Safeguards" by David Van Schaack is rec- 
ommended. The bulletins of the Industrial Commission should be 
freely consulted and their orders which bear upon the topic of the 
lessons thoroughly understood: At the end of each lesson we rec- 
ommend a discussion of accidents known to have occurred through 
unguarded conditions studied in the respective lesson. This serves 
as an especially forceful reminder, because the injured party is of- 
teix personally known to the students. It will be noted that one of 



Institute of Teachers 183 

the lessons is in the form of a shop inspection trip to one or more 
plants having good safety equipment. For such occasions a set of 
questions should be supplied to each student in order that he may 
have something definite to look up and report upon at the next class 
meeting. Illustrated lectures not over one hour in length are also 
recommended if suitable slides can be procured for such occasions. 
Throughout this course, or any other set of lessons, in safety, the 
students must be taught to realize that they may be responsible for 
the injury to others as M^ell as to themselves, and that it is their 
duty to assist in the prevention of accidents. They must be Im- 
pressed with the fact that safe men are needed more than safe- 
guards, and that safety should be their first consideration. 

Lesson I. 

Common Dangers. 

The Street. 

Crossing streets and tracks. (Automobiles, street cars and 

motorcycles.) Use regular crossings. 
Turn to the right. 
Taking the "dutchman's" corner. 
Slippery streets and open manholes. 
Defective sidewalks. 
Falling icicles. 
Throwing articles out of windows. 

Cars and Trains. 

Right and wrong way of getting on and off cars. 
Getting off moving cars; passing behind cars. 
Aisles obstructed by hand baggage. 
Snow and ice on steps. 
Walking on tracks; trespassing. 
Hopping trains; danger of long overcoats. 

Elevators. 

Use of passenger and freight elevators. 

Proper conduct and position while in elevator. 

Getting on and off. 

Open elevator-gates. 

Looking into elevator-shafts. 

Standing on or near freight elevator gates. 

Stairways and Floors. 

Slippery and obstructed stairways; safety treads. 
Weak and unsuitable handrails. 
Broken boards and protruding nails; lockjaw. 
Slippery and dirty floors. (Waste, oil, obstructions in passage- 
ways, etc). 



184 ' Outlines of Lessons 

The Shop. 

Beginning work on a new machine; the new man. 
Cleaning, oiling and repairing machines in motion. 
Unguarded pulleys, gears, sprockets and sheaves, and exposed 

set screws. 
Handling air hoists; loaded cranes. 



! Lesson II. 

Causes of Shop Accidents. 

Carelessness. 

Shifting belts by hand. 

Failure to use safeguards provided. 

The chance-taker. 

Improper tools. 

Violation of rules. 

Flying and falling objects. 

Flying sparks and metal chips; goggles and screens. 
Striking tempered steel with hammer. 
Improperly piled material; poorly loaded trucks. 
Loaded cranes, hoists and scaffolds. 

Ignorance of shop dangers. 
The new man. 
Shifting men to different machines. 

Unsuitable clothing. 

Danger of wearing loose clothing and ragged sleeves. 

Short-sleeved jumpers vs. sleeves rolled up. 

Wearing jumper outside trousers. 

Long neckties and apron strings; gloves, rings. 

Proper shoes and trousers for the foundryman. 

Celluloid cap fronts, collars, goggles, etc. 

Too much clothing. 

Clothing too tight. 

Danger to girls wearing hair loose or in braids. 

Unclean conditions. 

Disposal of oily waste; fire. 
Oily and slippery floors; mats. 
Loose boards. 
Obstructed passageways. 

Defective machinery and tools. 
Worn out parts. 
Shifters out of order. 
Loose belt fastenings. 
Uging tools with mushroom heads. 



Institute of Teachers 185 

See following bulletins of Industrial Commission: "Accidents 
Caused by Objects Striking Workmen;" "Falls of Workmen and 
their Prevention;" "Industrial Accidents;" "Injury from Burns." 



Lesson III. 

Causes of Shop Accidents, (continued). 

Unsafe practices. 

Rushing through doorways and to elevators. 

Fooling and scuffling; throwing materials. (Playing practical 

jokes). 
Holding conversation while running machine. 
Leaving a running machine. 
Taking short cuts through dangerous places. 
Passing between machines. 
Tampering with electrical apparatus. 

Poor shop conditions. 

Poor light; lights improperly located. 
Poor ventilation; dust. 

Crowded shops; machines too close together. 
Lack of safeguards. 

Personal habits. 

Improper rest; fatigue. 

Use of liquor, cigarettes and tobacco. 

Poor attention to work. 

The wager or "dare" and the possible accident. 

Overwork and the desire for stimulants. 

Personal defects; Physical examination. 
Ill health and improper work. 
Weak heart. 

Poor eyesight; near-sightedness. 
Poor hearing. 

Storing materials. 

Piling material too high or against week walls. 

Storing bars too perpendicular. 

Material in passageway. 

Piling castings. 

Right and wrong way of piling metal bars. 

Storing material overhead. 



186 Outlines of Lessors 

licsson IV. 

Prevention of Shop Accidents. 
Co-operation. 

Co-operation between workmen and employers. 
Duty of workmen toward tliemselves and toward fellow-work- 
men. 
Study of rules and regulations. 

Reporting accidents. 

Why all accidents should be reported, whether they cause injury 

or not. 
What to do in case of accidents. 
Classification of accidents; preventable and non-preventable. 

Use of safeguards. 

Forms of safeguards; materials from which they may be made. 
Practical and "fool proof" safeguards. 

Good light. 

Lights as a preventive of accidents. 

Properly placing artificial lights; reflectors. 

Clean windows and skylights. 

Good light and its effect on the quality of the output. 

Use of white paint and whitewash to reflect light. 

Fire Protection. 

Disposal of lighted matches, cigarettes and cigars. 

Inward and outward swinging doors. 

Stairways around elevator shafts. 

Opening windows. 

Fire escapes; smoke towers. 

Defective wiring. 

Warning signs and symbols. 

The "Do" and "Don't" sign and the Impulse to obey. 
Illuminated signs. 
Locating fire escapes. 
The "cross bones" sign. 
Exits to train yards. 

The Bulletin Board. 

Departmental accidents; their cause and" the prevention of sim- 
ilar accidents. 

Advertising safe methods. 

Use of photographs to show proper and improper methods of 
doing work. 

Distribution of safety bulletins, safety buttons, shop rules and 
regulations, etc. 



Institute of Teachers 187 

Lesson V. 

Shop Sanitation and First Aid. 

Cleatilihess. 

Dirty and disorderly shop and its effect apon worKuuni. 

Spitting on floor; chewing tobacco. 

Washing facilities; wash basins, towels, etc. 

Water supply; bubblers and sanitary drinking fountains. 

Ventilation. 

Effect of poor ventilation on number of accidents, health and 

output. 
Gases and fumes. 

Dust removal and the use of respirators. 
Overheated rooms. 

Proper amount of air space per employee. 
Shallow breathing. 

( 
Light. 

Dim light and glaring light. (Eyestrain). 

Effect of brightly polished surfaces. 

The shading and arrangement of artificial lights; reflectors. 

Passing from dark places into light places. 

Danger in watching the electric arc. 

Dirty windows and skylights. 

Individual caution and personal hygiene. 

Cramped positions and shallow breathing. 

Use of cigarettes and alcholic liquors. 

Insufficient rest. 

Sleeping with open windows. 

Occupational diseases. 

Physical examination of employes. 

Washing hands before eating. 

Men who should wear goggles. 
Chippers and sledgers. 

Men working about scrap breakers and crushing machinery. 
Label men and men handling hot babbitt. 
Use of anti-sweat pencils. 

First aid. 

First aid equipments and materials. 
Rescue corps and first aid teams. 
Emergency stretchers. 

See bulletins of Industrial Commission on "Sanitation," "Infec- 
tions and their Prevention," and "Eye Injuries." 



188 Outlines op Lessoists 

Lesson VI. 

Occupational Dangers. 

Machines. 

Why wordworking machines are the most dangerous. 
Exhausting dust from machines. 
Care in handling tools. 

Dust. 

Metal dust. 

Dust caused by rapidly revolving belts. 
The grinding trades; grinder's "asthma." 
Exhaust systems and water systems. 

Industrial poisons. 

Handling dry white lead; lead poisoning. 
Making phosphorus matches. 
Poisonous gases and acid vapors. 
The painters trade. 

Explosives an.d explosions.. 

Explosion of. gases and dust in coal mines. 
Spontaneous combustion. 
Boiler explosion. 

Falls. , , 

From ladders, scaffolds and platforms. 

Prom poles and piles. 

Into vats, holes and trenches. 

Electrical apparatus. 

General precautions for workmen. 
Switchboard dangers and use of switches. 
Safe handling of injured. 

Hot or molten metal. 

Blacksmith shop dangers. 

In the boiler shop. 

Foundry and steel mill dangers. 

Use of helmets, spectacles and respirators. 

Lesson VII. 

Review Questions for Discussion. 

1. In what way should employees cooperate with their employers 

and with each other, to prevent accidents? 

2. Name as many as you can of the general causes of shop acci- 

dents, in the order of their importance. 



\ Institute of Teachers 185 

3. Why should all accidents be reported? 

4. What are the first things to do in the case of an accident? 

5^ How can the number of accidents due to carelessness be reduced? 

6. Give three examples of carelessness in a shop that may result 

in accidents. 

7. Do you think personal habits have anything to do with the 

cause of accidents? Why? 

8. How can unsuitable clothing cause accidents? 

9. What advantages are there in having a shop or factory well 

lighted? 
jO. How can accidents due to defective machinery be prevented? 

11. Explain your ideas as to the proper conduct and care of people 

when in and around elevators. 

12. Give examples of accidents that may result from unclean con- 

ditions in a factory. 

13. Why are accidents more liable to happen in a crowded factory 

than in one which is more roomy? 

14. Why does good ventilation in a shop tend to reduce the number 

of accidents? 

15. Name some materials from which safeguards are made. 

16. Describe one or more safeguards which you have seen and con- 

sider of special interest. 

17. Can the dangerous parts of machines always be safeguarded? 

Why? 

18. Which do you consider the most dangerous, wood-working or 

metal-working machinery? Give two reasons. 



Lesson Vm. 

Gears. 

Definition of terms and details. 
Spoke gears and webb gears. 
Respective names for meshing gears. 

Definitions and uses of spur gears, bevel gears, miter gears, 
annular gears, crown gears, worm gears, helical gears, and 
herringbone gears. 
Examples of machinery using the above kinds of gears. 
Pitch diameter of a gear. 
Diametral pitch of gear teeth. 

See Safeguards, pages 25 and 26. 

Danger of gears. 

Why gears are dangerous. 

The danger point of a pair of gears. 

Examples of machines comoaQialy having exposed gears. 



190 Outlines of Lessons 

Application of gear guards. 

Different forms of gear guards. 
Advantage of removable and hinged guards. 
Replacing guards taken off when adjusting machine. 
Materials from which guards are made. 

Study of illustrations found in Safety literature. 
(Safeguards, pages 27 to 37). 

Illustrated examples of &pur gears and bevel gears. 
Forms of gear guards illustrated and materials from which 

they are made. 
Defects in any of the guards shown. 
Suggestions for improving guards. 

Discussion. , 

Rules of the Industrial Commission in regard to gears, and 

friction drives. 
Shop rules and regulations on the guarding of gears. 
Accidents caused by exposed gears. 



liOsson IX. 

Belts and Pulleys. 

Things to be considered. 

Difference between a pulley and a sheave. 

Materials from which pulleys are made. 

Solid and built-up pulleys. 

Use of tight and loose pulleys. 

Forms of friction clutches and belt shifters. 

Definition of terms, main shaft, line shaft and counter shaft. 

See Safeguards, pages 43 and 44. 

Danger of belt and rope drives. 

The "running on" and the "running off" points. 

Danger of shifting belt by hand. 

Draught caused by rapidly revolving belts. 

Belts resting on main shafts. 

Pulleys too near shaft hangers. 

Improperly laced belts and loose belt and lacings. 

Dressing belts. 

Overhead belts. 

Proper clearance between floor and belt.. 

Belts and pulleys near overhead walks. 

Proper method of shifting belts. 

Forms of belt shifters. 

Proper length of belt pole and how to use it. 



Institute op Teachers 191 

Guards- 
Guarding large spoked pulleys, sheaves and clutches. 
Suitable guards for overhead belts. 

Guarding vertical belts and belts running through floors. 
Use of electricity as a means of reducing dust caused by rapidly 
moving belts. 

Study of illustrations found in Safety Literature. 
(Safeguards, pages 45 to 51). 

Advantages and disadvantages of guards shown. 

Materials from which guards are made. 

Discussion of adjustable belt placer. 

Clutch guards. 

Removable guards. ' 

Suggestions for improvement of, guards illustrated. 

Discussion. 

Rules of the Industrial Commission in regafd to belts, pulleys 

and clutches. 
Various shop rules and regulations concerning belts, pulleys, 

etc. 
Accidents caused by belt drives, rope drives, or friction clutches. 



Lesson X. 

Set Screws, Keys, Couplings and Sprocket Wheels. 

Definition and uses of parts. ( 

Different forms of set screws and their uses. [ 

Keys and keyways. ' 

Use of collars and couplings on shafting. 
Shaft hangers and projecting shaft ends. 
Traveling rings. 

Practical uses of sprocket wheels. 
Chain conveyors. 

Safeguards, pages 59 to 61 inc. 

Dangers and Safeguards. 

Dangers from set screws. 

Shaft ends with projecting keys and keyways. 

Guarding exposed shaft ends. 

The hollow set screw and the slotter set screw; advantages and 

disadvantages. 
Methods of guarding projecting set screws. 
Guarding set screws on lathe dogs. 
Safety lathe dogs. 



192 Outlines of Lessons 

Application of safety collars. 

Proper guards for sprocket wheels and chains. 

Comparison of chain and belt dangers. , . 

Study of Illustrations found in Safety Literature. 
(Safeguards, pages 6 to 65 inc). 

Comparison of recommended safety collars. 

Forms of set screws. 

Guards for sprocket wheels. 

Suggestions for improvement of guards illustrated. 

Discussion. 

Rules of the Industrial Commission, in regard to set screws, 

keys, sprockets and shafting. 
Shop rules and regulations on the subject of this lesson. 
Accidents caused by unguarded set screws, keys, etc. 



' Iiesson XI, 

Grindstones and Emery Wheels. 

Study of Details. 

Use of grindstones and emery wheels. 

Definition of details such as arbor, hood, rest and collars. 

Disposal of dust caused by revolving stones. 

Methods of protecting workmen's eyes from flying particulars. 

"Dressing" emery wheels. 

See Safeguards, pages 78 to 8 0. 

Erecting emery wheels and grindstones. 

Proper method of placing wheel on arbor. 

Proper grinding speeds; bursting wheels. 

Changing speed limits when repairing new wheels. 

Possible danger of screwing nut too tight against flange. 

Reduction of vibration. 

Use of safety collars or protection flanges. 

(See illustrations). 
Proper size of collars. 
Proper strength for hoods. 

Danger resulting from screwing nuts directly against wheels. 
Use of guard inside between frame and wheel. 
Guarding the nut and end of the ar"bor. 
Application of exhaust and water systems. 

Use of emery wheels and grindstones. 

Proper adjustment of rests. ; 



Institute of Teachers 193 

Advantages and disadvantages of spring rests. 

Holding work again&t wlieels. 

Use of glass shields and goggles. 

Chipping edges of emery wheels. 

Danger of emery wheels and grindstones. 

Care of grinding wheels. 

Storing Avheels in damp place. 

Allowing grindstones to stand in trough of water. 

Truing up wheels. 

Oiling bearings. 

Additional Topics for Discussion. 

Rules of the Industrial Commission in regard to emery wheels 
Shop rules and regulations on use of emery wheels and grind- 
stones. 
Accidents caused by emery wheels or grindstones, which may 
be recalled by students. 



Lesson XII. 

Passageways, Platforms. Stairways, Ladders, & Doors. 

Questions for general study. 

Uses of overhead passageways and platforms. 

Materials uced in their construction. 

Different forms of safety treads. 

Proper width of runways. 

Location of stairways and stationary ladders. 

Proper construction and use of ladders. 

Badly placed doors. 

See Safeguards, pages 8 2 and 83. 

Protection of passageways, hallways, etc. 
Importance of good light: 
Loo&e boards or planks; worn floors. 
Proper height for railing. 

Overhead passageways; clearance from floor. 
Use of skirting or toe boards. 
Coasting on trucks through passageAvays. 
Platforms for oilers. 
Proper height of railing. 

Stairways and ladders. 

Proper angle for stairways. 

Proper side for hand rail on enclosed stairway. 

Secure handrails and safe treads. 

13— B. L E, 



194 Outlines of Lessons 

Correctly constructed turns in stairways. 

Stairways leading from sidewalk to basement. 

Ladders with steel points or shoes, and safety hooks; tapering 

ladders. 
Defective ladders with weak rungs or supports.; dull points. 
Care when using ladders. 

Doors and doorways. 
Swinging doors. 

Windows and window guards for swinging doors. 
Proper direction for swing for entrance doors for shops and 

public buildings. 
Doors at head of stairways. 
Handrails around trap doors. { 

Passing from dimly lighted room into dazzling sunlight. 

See Safeguards, pages 83, to 85 inc. 

Study of illustrations found in Safety Literature. 
Guards of special interest. 
Suggestions for improving guards illustrated. 

Discussion. 

Rules of the Industrial Commission in regard to stairways, run- 
ways, platforms, ladders, and swinging doors. 

Shop rules and regulations for above. 

Accidents caused by the defective condition of things, studied 
in this lesson. 



j Lesson XIII. (a) 

Operation of Woodworking Machinery.. 

This lesson is intended to make the student familiar with the 
general uses of common woodworking machinery in order that he 
may better understand the application of guards to such machines. 
Home and shop study is recommended in connection with this les- 
son. 

See illustrations in Safeguards, pages 8 9 to 102. 

Saws. 

Respective uses of cross cut saws and of rip saws; form of 

teeth. 
Use of universal circular saw bench. 
Advantages and disadvantages of band saw and jig saw. 
Use of swing saw and manner of feeding. 

Measurements governing sizes of circular saw, band saw, all4 
jig saw respectively. 



Institute of Teachers 195 

Jointers and planers. 

Difference between jointer and planer; manner of feeding and 

cutting. 
The double cylinder surfacer or planer. 
Method of planing warped boards straight. 
Measurements governing sizes of jointers and planers. 

Wood latches and boring macMnes. 
Uses of lathes in patternmaking. 

Description of some of the most common turning tools. 
Multiple spindle boring machines and their uses. 

Wood shapers, stickers, core box machines. 
Single and double spindle shapers. 
Class of work done on shapers. 
Use of stickers. 
Use of core box machines. 

Trimmers. 

The bench trimmer. 

The universal trimmer and its uses in the pattern shop. 

Mortisers, Tenoners, molding machines. 
Description and uses. 

Sanding machines. 

Vertical sanders. 
Hortizontal sanders. 
Universal sanders. 
Disc grinders. 

Discussion. 

Illustrations in Safeguards. 
Illustrations of woodworking machines. 



Lesson XIII. (b) 

Dangers of Woodworking Machinery. 
(See Safeguards, pages 8 6 and 87). . 

General wood-shop dangers. 
' Speed of machines. 
Manner of feeding. 
Slippery floors. 

Obstruction; loose boards with projecting nails, etc. 
Use of abrasive strips and mats before machines, etc; mats 

too short. 
E3xhaust systems for collecting dirt, shavings, etc, 



196 Outlines of Lessons 

Circular Saws; Danger and Guarding. 
"Kicking" baclc of work. 

Position of operator with respect to saw table. 
Piling boards on saw table. 

Different forms of spreaders or splitters and their use. 
Feeders for circular saws. 
Construction and application of common forms of hood guard''. 

Band Saws. 

Proper method of holding work on table. 
Causes of breaking blades. 
Adjustment of blade tension to heat and cold. 
Methods of guarding saw wheels. 
Protection of exposed parts of saw blade. 

Swing saws. 

Danger of swing saws. 

Hood guards. 

Safety chains for counterweights. 

pi... 

Jointer or buzz planers. 

Causes of jointer accidents. 

Danger of the old style square knife-head. ■ 

Construction and use of the safety cylinder-head. 

Common forms of jointer guards. 

(See bulletin of Industrial Commission on jointer accidents). 

Wood shapers, stickers, and core box machines. 
Causes of accidents from above machines. 
Different forms of guard and their application. 

Planers. 

Guarding of exposed gears and pulleys. 
Feeding and the danger of dull knives. 

Causes of work "kicking" back; knotty wood and practice of 
feeding continually through one side. 

Miscellaneous machines; dangers and guards. 

Lathes, sanders, mortisers, tenoners, molding machines. 

Discussion. 

Rules of Industrial Commission in regard to woodworking 

machinery. 
Shop rules and regulations. 
Accidents caused by woodworking machines. 



Institute op Teachers 197 

liCsson XIV. 

Operation of Machine Tools. 

(a) 

The main object of this lesson is to make the student familiar 
with the use of machine tools commonly found in the machine 
shop and thereby help him to better understand the dangers of the 
different machines, and the application of suitable guards to them. 
The student is encouraged to study the uses and dangers of the 
following machines in the shop itself before coming to class. 

General study. 

Methods of power transmission. 

Arrangement of machines. 

Gear, belt, and chain drives. 

Hand and power feeds. 

Automatic and semi-automatic machines. 

Portable machine tools. 

(b) 

Drilling Machines. 
Speed drills. 
Upright drills. 

Simple, universal and semi-universal radial drills. 
Multiple spindle drills. 
Post drills or horizontal drills. 
Pneumatic, electric, and flexible shaft drills. 
Use of drill jigs; the universal drill table. 
Dimensions, governing the ordering size of drills. 

Boring machines. 

Horizontal and vertical boring mills. 

Floor mills. 

Horizontal and vertical cylinder boring mills. 

Portable boring bars. 

Dimensions governing the size of boring mills. 

'(c) 

Lathes. 

Speed lathes and engine lathes. 

Turret and monitor lathes. 

Double spindle lathes and gap lathes. 

Wheel lathes and axel lathes. 

Dimensions governing size of the different forms of lathes. 

Threading machines. 

Bolt threaders and pipe threaders. 

Nut tappers. 

Simple and automatic screw machines. 



198 Outlines of Lessons 

Grinders. 

Floor grinders, bencli grinders, portable grinders. 
Plain and universal grinders. 
Internal grinders and chucking grinders. 
Crank grinders and center grinders. 
Horizontal and vertical surface grinders. 
Disk grinders, and knife grinders. 

(d) 
Shapers and slotters. 

Gear, cam and crank-driven shapers. 

Traveling head shapers. 

Draw cut shaper. 

Light and heavy duty slotters. 

Floor slotters. 

Dimensions governing size of shapers and slotters. 

Planers. 

Crank, screw and gear-driven planers. 

Variable speed planers. 

Open side planers. 

Dimensions governing size of planers. 

Milling machines and gear cutters. 

Plain and universal milling machines. 
Horizontal and vertical milling machines. 
Gear cutters, gear bobbers and gear shapers. 
Dimensions governing sizes of above machines. 

Miscellaneous. 

Keyseaters, cold saws, power hack saws, vertical planer or 
"hog" scraper, special machines and jigs. 



Lesson XIV. (b) 

Dangers of Metal Working Machinery. 

(a) ■ ' 

General. 

Advantages and disadvantages of engine and motor-driven 

machinery. 
Exposed gear belt, or friction feeds. 
Flying chips and use of eye guards. 
Use of jib cranes and air hoists. 
Locking devices for belt shifters. 
Improper methods of doing work. 
Oiling, cleaning, or repairing machines while in motion. 



Institute of Teachers 199 

Drilling machines. 

Exposed driving belts. 
Back gears and feed gears. 
Sitting on drill table. 
Improperly held work. 

Boring machines. 

Projecting clamps. 

Calipering work while machine is in motion. 

Guarding exposed end of boring bar. 

Guarding feed gears and back gears. ' 

Breaking of counterweight cables. 

Guarding counterweights. 

(b) 

Guarding exposed back gears and change gears. 

Advantage of hinged and removable guards; replacing safe- 
guards. 

Danger of loose or ragged sleeves, long neckties and gloves 
when operating lathes. 

Using files without handles or with improperly attached handles. 

Improper methods of placing work in lathes; flying objects. 

Breaking off hot and long shavings. 

Protruding jaws of chucks. 

Shifting belts by hand. 

Putting back gears "in" and "out." 

Threading machines. . 

Danger of projecting dies. 
Guarding screw machines. 

Cleanliness; spattering oil and slippery floors. 
Stumbling over promiscuously thrown nuts, bolts, studs, etc. 

(c) 

Grinders. ' * 

Hoods and exhaust systems. 
Eye protection; glass s.hields and goggles. 
The limitation of wheel speeds, the oversize wheel and the use 

of safety stops. 
Selecting grade of stone to suit work. 

Shapers, planers and slotters. 
Flying chips. 

Poorly held work. i 

Danger of using bed of planer as tool receptical. ; 

Application of guards to planer beds. 
Clearance between end of i)laner and wall, bench, etc. 



200 Outlines of Lessons 

Small clearance between job and housing. 

Adjusting feed gears. 

Guarding driving belts and reversing mechanism. 

Milling machines. 

Unguarded cutters. 

Use of damaged cutters. 

Proper method of removing chips. 

Discussion. 

Accidents known to have happened on above machines. 
Guards of special interest. 



Lesson XV. 

The Foundry. 

Foundry equipment and appliances. 

Necessity of proper light, heat and ventilation. 

Departments; the cupola and charging floor, core room, pattern 

storage laboratory, stock yard. 
Charging cars and ladles. 
Traveling, jib and wall cranes. 
Air and chain hoists. 
Trolley systems. 
Sand conveyors and elevators. 
Forms of flasks; names of parts. 
Gate saws, tumbling baurels, steel brushes. 

Clothing. 

Congress shoes, wooden soled shoes, buckskin leggings, leather 

aprons. 
Helmets for sand blasters and electric welders. 
Goggles for eyes dazzled by molten metal. 

Preventing accidents. 

Keeping utensils dry. 

Light; stumbling with ladels of molten metal. 

Proper method of catching iron. 

Danger of pouring hot metal or slag on wet ground. 

Slopping metal from charging cars. 

Worn flask trunions. 

Explosion of molds; gas. 

Advantage of bottom heavy ladles. 

(See bulletin of Industrial Commission on Metal Burns). 



Institute of Teachers 201 

Safety Devices. 

Latches or locks for handles of large ladles. 

Proper latches for core ovens. 

Shields for hand ladles. 

Fenders for charging cars. 

Warning bells and signal systems. 

Enclosing drop or skull crackers. 

Railed platforms on top of cupolas. 

Cupola dangers. 

Falling of loose brick while relining cupolas or making clay 

bottoms. 
Guard for charging door. 
Dropping the bottom; guards. 
Proper peep holes for tuyeres. 

Lesson XVI. 

Electrical Dangers, 
(a) 

Study of apparatus and terms. 

Motors, generators, alternators. 

Fields, armatures, commutators, brushes and collecting rings. 

Transformers and converters. 

Forms of switch boards. 

Controllers, rheostats, resistances. 

Batteries and storage cells. 

Terminals, connectors and grounds. 

Insulating material. 

Open and closed circuits. 

Live and dead wires; crossed wires. 

Volts, amperes, watts, kilowatts. 

Voltmeter, ammeter, wattmeter. 

Incandescent electric lamps; carbon, tungsten and tantalum 

lamps. 
Arc lamps; carbons. 

Read Safeguards, pages 119 to 127. 

(b) 

Dangerous Practices. 

Handling wires while standing in damp places. 
Working in high places without safety belts or life lines. 
Prying open lids of batteries. 
Watching electric arc welding. 

Fooling with electrical apparatus with which you are not ac- 
quainted. 



202 Outlines of Lessons 

Some Precautions. 

Acquainting the new man of dangerous places. 

Care when turning on electricity. 

Locking switches open or placing sign on switches. 

Grounding motors. 

Use of wooden platform at telephone boxes. 

Stringing wires to prevent accidental contact. 

Care around "live" or crossed wires. 

Guards. 

Guarding brushes, terminals, connectors, etc. 

Guarding dangerous parts of transformers. 

Controller guards. 

Railing off switchboards. 

Protection of electric switches. 

Third rail guard. 

Linemen's protection shields. 

Boxing in fuses. 

Guarding exposed shaft ends. 

Helmets for electric welders. 

Insulating materials. 

Use of rubber mats and gloves. 

Insulation of tool handles; adhesive tape. 

Conduits. 

Forms of insulators. 

Sheathing for cables. 

Safety devices. 

Safety fuses and fuse blocks. 
Circuit breakers. 
Lightning arresters. 
Starting boxes. 

First aid. 

Safe handling of injured. 
Resuscitation from electric shock. 
Short circuit burns. 
Eye strain; electric arc welding. 

Discussion. 

Accidents caused by electricity. 



Institute op Teachers 203 

Lesson XVn. 

Power Plants. 

Power plant equipment. 

Forms of power transmission. 

Kinds of steam engines, gas engines, and pumps; steam tur- 
bines; air compression. 

Use of generators, motors, transformers and switch boards. 

Guarding gears of automatic stokers. 

Steam guages, water glasses, safety valves. 

The steam line and the use of return bends and "gooseneck" 
connection. 

Use of flywheels. 

See Safeguards, pages 54 and 55. 

The engine room. 

Guarding of flywheels and flywheel pits. 

Bursting flywheels. 

Fly ball governors near passageways. , 

Projecting piston rods. 

Belts or ropes running through floors. 

Railings for passageways, stairways and platforms. 

Placing material, tools, etc. on platforms or stairs. 

Blocking engines during repair work. 

Toe boards and skirting boards. 

Guarding electrical apparatus. 

The boiler room. 

Boiler batteries; numbering of boilers. 

Non-return valves. 

Number and location of try cocks. 

Relief valves and blow-off cocks. 

Location of water guage. 

Water glass guards. 

Study of illustrations, found in Safety Literature. 
(Safeguards, pages 56 to 58, 126, 127, and 140). 

Guarding of belts and ropes running through floors. 
Guarding flywheel pits. 
Clearance between flywheel and railings. 
Application of rails to raised platforms, stairs, and around 

openings in floor. 
Application of automatic engine stops. 

See bulletin of Industrial Commission on boiler rules. 



204 Outlines of Lessons 

Discussion. 

Rules of tlie Industrial Commission in regard to flywheels, and 

the falls of workmen. 
Accidents known to have happened in and around engine rooms 
and power plants. 

Lesson XVIII. 

Elevators. 

(a) 
General study. 

Electric and hydraulic elevators. 

Sidewalk elevators. 

Proper cables and the use of counterweights. 

"Overhead room" and "pit room." 

Bumpers and limit stops. 

Suitable signs for passenger and freight elevators. 

Operation of doors and gates. 

Read Safeguards, pages 103 to 118. 

Elevator dangers and causes of accidents. 
Open gates. 

Floors, etc. projecting into shaft; guards. 
Improperly loaded material. 
Careles&ness of operator. 
Carelessness of injured party. 
Unguarded conditions. 
Runaway cars. 

(b) 

Conduct around elevators. 

Rushing through doors to elevator. 

Getting into crowded cars. 

Fooling in elevator or standing with back toward entrance. 

Tampering with operating apparatus or bothering operator. 

Looking into elevator shafts. 

Standing on elevator gates. 

Elevator safety devices. 

Use of s.peed governors. 
Automatic closing gates. 
Illuminated elevator entrance. 
Suitable door latches and locks. 
Proper height of gates. 
Beveling projections in hoistway. 
Use of roofs over elevators. 



Institute of Teachers 205 

Use of telltale chains and gongs. 

Operating lever guards. 

Safety catches for elevator and for counterweight. 

(c) 

Operation of freight and passenger elevators. 
Use of cable locks and lever locks. 
Taking on excessive loads. 

Opening and closing gates before stopping elevator. 
Stopping cars at landing. 

Speeding cars. ■■ 

Regular inspection of cars. 

Discussion. 

Rules of the Industrial Commission in regard to elevators. 
Familiar elevator accidents and how they might have been 
prevented. 



Lesson XIX. 

Shop Inspection Trip. 
Notes should be made of the conditions in the various departments. 

Machine shop. 

Guarding of dangerous parts of machines such as gears, pulleys, 

clutches, etc. 
Overhead belt guards. 
Guards for keyways and shaft ends. 
Emery wheel guards. 
Use of goggles. 
Placing of machines. 
Locking devices for belt shifters. 

Wood shop pattern shop. 

Circular saws; forms of hood guards, splitters, feeders, etc. 

Guards, for band saws and swing saws. 

Jointer guards; safety cylinder; wing guards and other guards. 

Slippery floors; use of mats. 

Disposal of shavings. - 

Blacksmith shop. 

Exhaust outlets and proper size of hoods for hearths and forges. 
Defective tools, loose handles, mushroom heads. 
Heat and ventilation. 
Kind of aprons. 



206 Outlines op Lessons 

Foundry. 

Shields on hand ladles. 

Method of catching iron. 

Fenders or charging cars or track ladles. 

Warning bells and signal systems. 

Electricity. 

Protection of electric switches. 
Railing off of switchboards. 
Use of rubber mats and gloves. 

Boxing in of brushes, connectors, terminals, and other parts of 
dynamos, motors and transformers. 

Sanitation. 

Light, heat and ventilation. 
Washing facilities and lockers. 
Sanitary drinking fountains. 
Exhausts for dust or gases. 
Labeled waste cans. 

General observation. 

Guards of special interest. 

Unsuitable clothing, gloves, caps, neckties, long apron strings, 

shoes, goggles. 
Sign or bulletins of special interest. 
Advertisement of safe methods. 
Location of fire escapes. 
Dangerous methods of doing work. 
Suitable passageways, stairways, doors, ladders. 



1 Lesson XX, ' >! 

Report on Shop Inspection Trip. 

This lesson consists of a discussion of the things seen during the 
shop inspection trip, Lesson XI. 

Lesson XXL 

Transportation. 
Loading material. 

Overloading or carelessly loaded cars. 

Loading of explosives. 

Poorly loaded trucks. 

Platforms obstructed by baggage. 

Car and engine equipment. 

Air and hand brakes, brake shoes. 

Sill steps, footboards, ladders, handholds, etc. 

Folding steps. 

Toe guards for hand cars. 



Institute of Teachers 207 



Taking unnecessary chances. 

Stepping from center of track to footboards. 

Riding on pilots. 

Sitting on brakewlieel. 

Riding with feet on journal boxes. 

Reading while on duty. 

Road dangers. 

Riding on top of cars. 
Overhead bridges and subways. 
Telltale chains. 
Warning targets and flags. 
Safety gates. 

Train accidents. 

Steel cars vs. wooden cars. 

Spreading rails, broken rails, broken flanges. 

Block signals. 

The open switch. 

Train orders. 

Putting on the emergency brake. 



Lesson XXn. 

Train Yard Dangers — Traveling Cranes. 

Planking railroad crossings. 

Guarding frogs. 

Sitting or standing on tracks near cars. 

Forms of car blocks and bumpers. 

Railings and notices at doorways and corners of buildings near 

tracks. 
Use of railing on turntables. 
Carelessness in walking through yards. 
Safety gates. 

Cars. 

Securing cars on side tracks. 
Cars with dangerous loads. 
"Flapping" and unsecured doors on cars. 
Jumping on moving cars and engines. 

Miscellaneous yard dangers. 

Coal falling from cars or engine. 

Small or insufficient clearances. 

Tapering of small clearances near wall?. 

Cinders piled near track. 

Low bridges and subways. 

Driveways and passageways under trestles. 



208 Outlines of Lessons 

Forms of cranes. 

Traveling cranes. 
Gantry cranes. 
Locomotive cranes. 
Jib cranes. 

Safety devices for cranes. 

Fenders for gantry cranes. 

Stop blocks. 

Automatic warning bells. 

Brush guards. 

Limit switches, to prevent overwinding. 

Railed walks on overhead cranes. 

Safety hooks. 

Keep out from under loaded cranes. 

Windpressure on out of doors cranes. 



Liesson XXIII. 

Fire Protection; Mine Dangers. 

Fireproof buildings. 

Building fireproof, but may be loaded with inflammable ma- 
terial. 
Fire walls and fire doors. 

Arrangement of elevator shafts and stairways. 
Wired glass and steel window frames. 
Asbestos curtains. 
Outward-swing doors. 
Sprinkler systems. 

Forms of fire escapes. 

Construction and location. 
Escapes with balanced stairs. 
Fire and smoke proof towers. 
Roof exits. 

Alarm systems; private and municipal. 
GrOng and whistle alarms. 
Simultaneous alarms. 
Learning location of alarm boxes. 

Private fire brigades. 

Organization of fire brigades; selection of men. 
Practicing alarm calls and learning fire districts. 
Playing water on electrical conductors. 

Clothing on fire; proper method of extinguishing with wet 
blanket. 



Institute op Teachers 209 

Equipment for fire fighting. 

Public and private equipment. 
Replacement of old and rotten hose. 
Chemical fire extinguishers too old for use. 

Fire drills. 

Necessity of good order. 

Learning location of fire escapes; exits and fire doors. 
Selection of proper routs or passageways. 
Piling material against fire doors. 
Leaving clothing and vv'raps. 

Tendency of people to leave building by same method they use 
when entering the building. 

Mine dangers. 

Explosion of gassy air or coal dust. 

Spontaneous combustion. 

Uncovered steam pipes. 

Building fires in mines. 

Using wick-lights in coal mines. 

Excessive speed in hoisting and lowering men. 

Ladders too close to wall or distance between rungs too great. 

Mine safety devices. 

Guarding shaft mouths; abandoned shafts. 

Prevention of overwinding. 

Safety post-puller. 

Safety lamps and electric lights. 

Firefighting helmets. 

Black powder explosives and "permissible" explosives. 

Signs and guide boards to prevent miners from going astray. 

Well known fire and mine disasters. 

Their cause and possible prevention. 

See bulletin of Industrial Commission on fire escapes. 



Lesson XXIV. 

Helps for Accident Prevention. 

Shop rules and regulations. 

Proper discipline and conduct of employees. 

Acquainting workmen with dangers of their work. 

Rules useless unless followed. 

Application of guards only partial solutions for the prevention 

of accidents. 
Personal duty of workmen. 

Judgment in the selection of men to suit work to be done. 
Inspection and use of guards and appliances provided. 

14— B. I. E. 



210 Outlines op Lessons 

Making working conditions safe. 

Warning signs, notices and bulletins. (See Safeguards). 

Distribution of safety bulletins. 

Safety committees. 

Cooperation between employer and employee. 

Organization of central committee and sub-committees. 

Getting shop men interested in safety movement. 

Use of company's rule books; new men. 

Suggestion boxes for reporting defects, etc. 

Illustrated lectures on safety devices. . 

Investigation of accidents. 

Reporting narrow escapes. 

Men with careless habits. 

Committees made up entirely of foreigners; advantage. 

Importance of systematic method of inspection and reporting. 

Adv6rtis.ing safety. 

"Safety First" buttons. 
"Safety First" caps. 
"Safety First" calenders. 
"Safety First" paper weights. 
"Safety First" pay envelopes. 
"Safety First" pencils. 
"Safety First" letter heads. 

Some safety mottos. 

"Better be careful than crippled." 

"Think before you act; Stop! Look! Listen!" 

"Don't take chances." 

"Get the safety habit." 

"Be a Safety Booster." 



WELFARE OF WORKING YOUTH. 

Address of Edwit^t G. Cooley, Educational Advisor, Chicago. 

The most significant movement in the German educational world to- 
day is the one concerned with the care of youth between fourteen and 
twenty, who have left the schools to go to work. Much has already 
been done by private initiative to care for the bodily, spiritual, eco- 
nomic, social and civic needs of such youth. The new and important 
thing is the thorough and systematic promotion of these private efforts 
by the different German states. These states attempt to guide, en- 
courage and supplement the work of private organizations by furnish- 
ing sums of money and by training persons for leadership, as well as 



Institute of Teachers 211 

by discouraging dilettanteism and the exploitation of these youths for 
personal, political or sectarian ends. 

The obligation of the adult to care for the growing child, originally 
extended only to bodily care — food, clothing, shelter. This was soon 
extended to care of the spiritual life, and acquired the character of 
education. While at first this education devoted itself to the welfare 
of the individual, the modern organization of society compels us to 
educate the child as a member of the race, as a citizen of the common- 
wealth. The family, the church, associations of all kinds, and finally 
the state, undertake this work. 

It is estimated that in Germany eighty per cent of the boys and forty 
per cent of the girls leave the schools at fourteen to begin life as bread- 
winners. When the parental home neglects to protect them, and when 
the master regards them as only cheap labor, great dangers threaten 
these young people and make imperative special legislation for their 
protection. So far as work is concerned, young people are treated like 
adults far too early, and the youths themselves approve of this false 
judgment and over-estimate their growing powers. It must be clear to 
every judicious man that he cannot safely place the same demands upon 
the undeveloped body of a youth as upon the fully developed man. Still 
our system of division of labor and labor time makes little or no differ- 
ence between them. The organization of our system of work, in con- 
nection with the bad air of the workshop, factory and office, and the 
insufficient nourishment due to ignorance or lack of means, produce 
defects and deformaties hindering a complete bu'lding up of the 
more important physical organs; and thus with its lesser powers of 
resistance, sickness readily attacks the body. While certain voca- 
tions are closed to youth for a few years, those to which they are ad- 
mitted bring dangers' enough and physical troubles soon develop 
when bodily conditions are not taken into consideration in the choice 
of a vocation. 

The special portion of this work devoted to the youth between four- 
teen and twenty-one is called by the Germans "Jugendpflege," and in- 
cludes not only the educational work of the continuation schools, but 
the associated welfare movements directed to the care of the bodily, 
spiritual, economic and civic instruction and protection of youth. 
These welfare movements include provision for hygienic instruction, 
bodily exercise, play of all sorts, sports, public playgrounds, swimming 
baths, etc. They also include spiritual care and instruction provided 
by lectures, special libraries, evening entertainments, music, reading 
and amusement rooms. The economic and social interests of the youth 
are also promoted by vocational schools, savings banks, vocational 
guidance, training for citizenship, the organization of patriotic boys' 
clubs, etc. As suggested above, the significant thing in this movement 
at present is its reorganization and combination with the continued 
education of the youth between fourteen and eighteen, the vocational 
continuation school being regarded as the logical center of the whole 
movement. 



212 Outlines of Lessons 

In 1911 Prussia appropriated one million marks for the promotion of 
this supplementary welfare work, one and one-half million marks in 
1912, two and one-half million marks in 1913. Under the law control- 
ling the expenditure of these sums, committees are being organized 
throughout the kingdom, whose purpose is to induce private organiza- 
tions to co-operate in this work, to supply them with money and neces- 
sary information and to induce backward communities to make a be- 
ginning in this Avelfare work. It is estimated that at present about 
twenty per cent of the boys and girls between fourteen and eighteen are 
being reached through the co-operation of private and public organiza- 
tions grouped about the vocational continuation schools. 

The absolute necessity of this welfare work in connection with the 
vocational schools is shown in a booklet recommended to me by a mem- 
ber of the Ministry in Prussia, having charge of the continuation 
schools: 

1. The character of youth between fourteen and twenty-one years of 
age: While man changes and develops throughout his entire life, the 
years between fourteen and twenty-one are years of accelerated growth 
and development. The youth grows rapidly in height and weight, the 
volume of the heart and lungs doubles; he enters into the period of 
adolescence; he is awkward, critical and independent and often throws 
overboard most of what the home, the church and the school have given 
him. He now seeks satisfaction in new things and develops a new view 
of the world. It is apparent that he needs special guidance and protec- 
tion during this period, guidance which the family, the church and the 
school usually cannot give, especially in our great cities. 

2. The modern family, especially in the cities, cannot do this work. 
Family life has degenerated in our great cities. Miserable housing, 
dislike for work, desire for pleasure, alcoholism, prostitution, all are 
factors which have changed the character of the home there. In the 
year 1900 there were in Berlin 431 persons in every thousand living in 
homes with but one room that could be heated. These homes had only 
the most indispensable articles of furniture, not a trace of decoration 
or ornament; they provided only a covering from the weather and a 
place to sleep. Life under such home conditions is only a weary change 
from the workshop to the lodging house, except for the attractions of 
the street and the dramshop. 

3. The schools alone cannot do much to better these conditions. They 
can communicate knowledge, enforce order, but the inner transforma- 
tion of the child's nature comes through personal contact with the 
teacher. An enduring bond between the teacher and the pupil is next 
to impossible in the ordinary life of some portions of our great cities. 
Besides, the classes are generally so large that the individual child sel- 
dom comes into intimate personal relations with his teacher. I should 
be glad to believe that the situation was better in the smaller cities and 
in the country, but statistics show that the average schoolroom in Prus- 
sia is over fifty, and' in one village I visited in 1914 seven teachers were 
caring for five hundred pupils, one teacher having eighty-five. 



Institute op Teachers 213 

4. The church is also unable to meet the situation. Many families in 
the cities never attend church. The enormous growth of materialism 
among the working classes shows the inability of the church alone to 
grapple with this problem. It seems clear therefore, that it is not 
enough for the State to protect the youth against too long hours of 
labor and unsuitable employment, and then leave their further care and 
protection to the factory and the street. Under such conditions the 
youth becomes a sacrifice to economic demands and to low pressures 
and is finally the booty of unscrupulous politicians. 

There are four and on-half million youthful workers in Prussia. Of 
these about 900,000 boys and 700,000 girls are between fourteen and 
sixteen. Of the 1,200,000 boys between sixteen and eighteen, eighty-six 
per cent are at work. Of the 1,200,000 girls of the same age, about 
seventy-two per cent are at work. The influence of the family in such 
cases is necessarily weakened. Perhaps one-half of these young men 
are apprenticed, although at the present time it is estimated that not 
inore than three-fifths of them live in the homes of their masters. Even 
here the old traditions have vanished, and the interest of the master 
has become essentially an economic one, not a personal interest in the 
care and education of the apprentice. In these cases where the boy still 
lives with his parents, his sharing in the support of the home has made 
him somewhat independent of parental control. 

The statistics of Germany show a considerable increase in youthful 
crime, brought about largely by the conditions mentioned above. Dur- 
ing the years from 1882 to 1896, adult crime increased 4.6%; youthful 
crime, 16.7%. Such crimes as stealing, arson, assault, increased 37% 
among the youth, during the years from 1897 to 1902. Assault result- 
ing in bodily injury increased about 130% during the years from 1882 
to 1901. A part of this apparent increase, however, can be. ascribed to 
the increased severity with which crime is dealt in these later years. 

The economic effect of this situation must also be considered. The 
young man who develops under favorable conditions becomes a very dif- 
ferent laborer from the one who through one-sided demands upon his 
bodily powers, through too strenuous labor, through unregulated, un- 
hygienic conduct of life, through use of alcohol, or premature and ex- 
cessive use of tobacco, or sexual excesses becomes stunted in bodily de- 
velopment and loses his health. The economic loss of national capital, 
due to neglect of the youth, may be seen from the following statistics: 

Professor Biedert of Strassburg estimates the cost of rearing a child 
to the age of fourteen (when the child of the unskilled laborer goes to 
work), under the poorest working-class conditions, at about $700.00, 
while it costs $1,200.00 to rear a child in the better class to the age of 
seventeen. If this youth dies without taking part in the national labor, 
his death is a loss of national capital. Herr Potthof, a professional 
writer in this field, estimates tha.t it costs the family, the community 
and the state $1,750.00 to care for and educate a child up to the age of 
fifteen. He estimates, too, that the yearly loss to the German Empire 
from infant mortality alone is one hundred million marks (in 1909 



214 Outlines of Lessons 

there were 335,436 deaths — each a loss of three hundred marks) the 
loss due to the death of children before reaching the age of five years 
(over 100,000 in 1809) at one hundred and thirty million marks; the 
loss due to the death of the 40,000 school children before completing 
their fifteenth year at one hundred and forty million marks — a total of 
three hundred and seventy marks per year. 

But this is not the whole story. The State loses not only the expense 
of rearing and educating the 500,000 children but also the value of their 
life-long working power. Dr. Keitlin has estimated that the working 
power of the average man represents a national capital of sixteen thou- 
sand marks. To the three hundred and seventy million marks ex- 
pended for the rearing of the 500,000 children must be added a deficit in 
the productive power of the people of five hundred thousand times six- 
teen thousand, amounting to eight million marks which is involved in 
the premature death of children before the age of fourteen. ■ 

Neither is this the whole story. There is a tremendous loss of capital 
based on loss of power of bodily work, due to frequent cases of illness 
of the youth in industrial life. For the entire number of male persons 
between fifteen and nineteen years of age, insured under the workmen's 
sick fund of Leipsic, there were 6.2 days of illness per member per year; 
for the metal workers, 8.1 days per year, and for youth in offices, shops 
and stores, 4.1. If it were possible to reduce frequency of days of sick- 
ness of youthful metal workers to the frequency of those employed in 
offices, shops and stores, the saving in expense to the sick fund for the 
Empire Avould be over sixty million marks per year. This would mean 
to the group of metal workers alone a reduction in the insurance fees of 
almost two million marks per year. Dr. Kaup estimates the gain to the 
female workers of this age at one and four-tenths million marks if they 
could succeed in reducing the number of days of sickness per year 
(averaging 7.5) to the number of days .of sickness of female workers in 
offices and shops 6.1. Further, the loss of wages due to sickness, 
brought about by over exertion and other unhygienic life conditions in 
the vocations, according to Kaup, could be reduced, every year about 
three and one-half million marks for the entire number of male workers, 
and one and three-fourths million marks for the female workers, allow- 
ing only 4.1 days of illness per year for the male and 6.1 for the female. 
In this way the amount expended for sick benefits for the entire Empire 
could be reduced seventy-one million marks every year for the male 
workers and sixteen million marks for the female workers. If we could 
only succeed in reducing the frequency of sickness for the entire num- 
ber of members of the sick fund, one day per year, a loss of wages of 
seventy-eight million marks per year would be avoided, and at the same 
time a reduction in the sum expended for sick fund fees of almost fif- 
teen million marks, while the sick fund itself would experience a sav- 
ing of over thirty-one million marks. There is still one more item in 

the account to be considered the loss in working power, due to pre- 

raatui-e invalidism, brought about by unhygienic conduct of life in 
youth, amounting to millions of marks a year. No wonder the Qerman 



Institute of Teachers 215 

writers consider it a holy duty for the State authorities to sustain the 
working power of the people as long as possible and to postpone their 
lapse into disability by attention to the welfare of the youth. 

The percentage of sickness among the male youth in many of the 
trades is much higher than among the older workers — up to thirty-nine 
years of age. Sickness among women workers seems to increase with 
age, according to the same statistics, in all the groups, while in certain 
industries the terribly high figures show the devastating effect of voca- 
tional activity upon the health. In three particular industries — textile, 
garment-makers, commercial employment — out of every one hundred 
youthful female members of the sick fund there are 3.2, 7.2, 6.9, respect- 
ively, more cases of illness than among the male workers. The number 
of deaths from tuberculosis increases rapidly among girls between fif- 
teen and twenty years of age in the great cities. 

The number of girl workers is very great. According to the Imperial 
statistics for 1910, out of one and one-half million women workers, 
489,130 are girls between sixteen and twenty years of age, and of these 
145,715 are employed in the dangerous textile industries alone. These 
figures are constantly increasing. The group of the youngest employes, 
those between fourteen and sixteen, increases in a striking manner. In 
the commercial trades there are in addition to 125,000 men, according 
to the last census, 76,000 girls at work. He who considers that over 
40% of the entire female youth are employed in earning a living, and 
he who has seen the human material that streams every evening out of 
the doors of the factories and shops, comprehends us when we speak of 
the exhaustion of our rising generation. 

We must consider of what importance is the health of the mother of 
the coming race. Everywhere people speak about the protection of the 
mother and the infant, but trouble themselves very little about the 
young girl. If the decline in the birth rate rests to a great extent upon 
rationalization of the sexual life, still it is apparent that anaemic, ex- 
hausted girls can never be the mothers of vigorous children. The dan- 
gers are also increased by the exacting vocational activities, which will 
never permit a happy family life, with sound, joyous children, and pre- 
vent the acquisition of the sound knowledge of household economics 
necessary to a wholesome family life. It is apparent when one takes 
into consideration the injurious effects of vocational work upon the 
young girl, without proper care, that we must be at least as vigilant in 
her behalf as for the protection of the boys. 

The economic success of Germany in the markets of the world of 
course depends largely upon the training of their youth. Their political 
progress is dependent upon their ability to train their youth in the 
civic virtues, while their military strength requires systematic atten- 
tion to both the bodily and spiritual power of the people. Jugendpflege 
therefor is both an economic and military necessity. Germany's ideal 
for its youth has been expressed as "the production of happy, bodily 
efficient and morally sound men, filled with public spirit, the fear 0% 
Qod, and love of home and fatherland," 



216 Outlines of Lessons 

The German feels that the more the economic life of the country de- 
velops, the greater are the dangers of disaster and shipwreck to its 
youth, and the more necessary are organizations to rescue them. With 
an increasing culture, there must be a stronger public spirit and feeling 
of responsibility for the youth. The public must recognize that spirit- 
ual distress is often the result of physical and material misery. Our 
perception of this and our common feeling of responsibility for it are 
the most hopeful signs of the present age. In addition to this, the Ger- 
mans feel that neglect of these youth constitutes a danger to their na- 
tional existence. They are not willing that the problem should be left 
to the dilettante, but insist that it m.ust be taken up by well-trained, 
practical workers, responsible to the whole community. 

Up to 1911 this welfare work was cared for by private initiative. The 
churches, Roman Catholic, Evangelical and .Jewish, organized associa- 
tions of youth, for sport, recreation and spiritual advancement. Non- 
religious bodies of all sorts, such as Turners, the trade unions and a 
large number of charitable associations interested themselves in the 
movement. The statistics of the Catholic church in Germany show 
2,656 associations of youth, with 257,465 members. The figures for the 
Evangelical Church give 2,419 associations, with 142,826 members, with 
233 professional workers, and 172 homes for the youth. The Jewish 
organizations include 80 unions, with 14,000 members. The social 
democrats report 227 organizations, with 153,616 members. 

These organizations usually provide reading-rooms, libraries, exercise 
grounds, lectures, etc., for the youth. 

Since 1911 Prussia and other German states have undertaken to guide 
and stimulate this work throughout the entire country. They encour- 
age the organization of local associations, then a combination of these 
into larger groups, including finally the whole country. Experience has 
shown that united effort is necessary to success. The Olympic games 
have contributed to bring about this feeling. There has grown up 
gradually a belief that a harmonious care of the body must be com- 
bined with corresponding spiritual culture if real success is to be at- 
tained. In carrying out the law of 1911 the Prussian government un- 
dertook to group all the private agencies for youthful welfare about the 
work of the continuation schools. With the compulsory scheme of con- 
tinuation schools an opportunity was afforded for reaching all the 
youth. The work of the voluntary organizations could be guided and 
assisted into the right channels, competition between them could be 
avoided and the work of dilettantes and self-seekers could be discour- 
aged. There is a general disposition in Germany at the present time 
for all sorts of organizations, religious or otherwise, to support a na- 
tional system of welfare work which will not displace private effort but 
will supplement, assist and direct it. This work, as has been stated, is 
grouped about the continuation schools and is assisted by them. In re- 
turn it contributes greatly to the efficiency of the work of these institu- 
tions and prevents their lapsing into mere machines for securing me- 
chanical skill. 



Institute of Teachers 217 

In 1S08 Dr. Von Seefeld of the Educational Department of the Minis- 
try of Commerce and Industry of Prussia sent out a circular in which 
he states the ideals of the government: "Over against the overpowering 
influence to which continuation school pupils are subjected day by day 
in the workshop and in the circle of their older associates, the educa- 
tional influence of the continuation school cannot be of far-reaching 
effect so long as it is limited to the four to six hours per week, which 
the young people as a rule devote to them. The most important problem 
of the continuation schools will always be the educational one, for 
which reason their influence cannot be limited to the time of school in- 
struction, but they must strive outside of school hours to secure the 
confldence of the youth entrusted to them. This problem must be at- 
tacked with all the more earnestness where the industrial youth do not 
live in the parental home. The problem is to gain a definite and de- 
cisive influence over the industrial youth during their free time. The 
problem is not to compel the young people to conduct themselves in a 
perfectly proper manner for a few hours per day, but to secure a volun- 
tarily accepted influence over them all the time. This principle must 
guide us in the creation and care of welfare organizations. 

"First the arrangements for the care of these youth must be free 
from outer compulsion. The imposing of any kind of compulsion 
would generate among the youth an inner opposition that would often 
lead to the opposite of results wished for. The attractive power of the 
welfare institutions cannot be outer compulsion, but must exist in 
themselves, because they adjust themselves wisely to the nature and 
inclinations of the youth, because they unite themselves in efforts to 
secure for the young people opportunities for amusement in their free 
time and to be happy with their associates. These efforts we must try 
to guide into right channels. The more success we have in this, the 
more certain will be the voluntary participation of the youth, and the 
sooner the way will open for the earnest moral influence of the edu- 
cator. 

It will often contribute to the promotion of these welfare organiza- 
tions if the continuation school pupils are permitted to take part in 
their control. I see no objection to this but regard it as an advantage 
if the welfare organizations are based upon unions formed among the 
pupils for the purpose of the common control of the organizations in- 
tended for their best interests. Of course the educators and teachers 
of the continuation schools must take part in these unions. 

"This co-operation of teachers and pupils, when it is carried out with- 
out narrow-mindedness and with wise understanding of the nature and 
ways of youth, can contribute to the forming and strengthening of a 
mutual confidence between teachers and pupils that will bear good 
fruit for both. 

"Every attempt at uniformity and every bureaucratic scheme must 
be kept out of these organizations. Their plans must adjust themselves 
in many-sided ways to the local and industrial peculiarities of the 
youth, and must change with the time of the year — in summer time the 



218 Outlines of Lessons 

first place will usually be given to bodily exercise of every kind, includ- 
ing turning, play, sport or excursions. No other arrangements are so 
well suited to fost,er among the youth a fresh, happy disposition and an 
inclination to be satisfied with a reasonable application of his superflu- 
ous powers. In winter bodily exercise must to some degree be given 
up, although we have skating and other winter sports. Arrangements 
should be made which will enable young people in their free time on 
Sunday afternoons and evenings to meet in some pleasant haunt and 
enjoy each others society; and places should be provided where suitable 
entertainment can be held. 

"Student homes and clubs are very helpful and should be a part of 
the supplemental organization of every system of vocational schools. 
Special emphasis should be placed upon providing young people with 
good reading. Special school libraries should be provided for the larger 
continuation schools. But in smaller communities it will be possible 
for the teacher to awaken an interest in young people for good reading 
and to point out to them places where they can secure good books." 

In the report of the National Industrial Educational Commission of 
Prussia for 1912 are found the following figures, showing the results ac- 
complished in the year 1910. In that year there were 373,546 pupils in 
the continuation schools, 196,834 of whom enjoyed the benefits of the 
welfare work. 

Bodily Care Schools 

Turning 448 

Turning play 542 

Sport 142 

Bathing and swimming 142 

Excursions 566 

Rowing 2 

Prize turning and long distance 3 

Education, Instruction and Entertainment 

Lectures 491 

Visiting places of interest 336 

Musical 134 

Pupils' Homes 112 

School festivals 373 

Instruction in first help 149 

Theatrical performances 9 

Exercise in singing 10 

Entertainment evenings 7 

Various arrangements 9 

Besides these there were 693 small libraries, with 189,473 volumes. 
There were 68,799 users of these volumes, using 407,455 books. There 
were 37 advisory stations for vocational guidance, 77 savings banks, in 
which were deposited 59,731 marks, in Berlin alone. These are pro- 



Institute of Teachers 219 

vided with an automatic arrangement for depositing money and giving 
and checking cards, which makes this work easy for the teachers. 

The famous decree of Jan. 18, 1911, with reference to Jugendpflege is 
simply the result of previous private and community work in Germany. 
The various chambers of commerce and industry have long been sup- 
porting such institutions. The communal authorities have been grant- 
ing them room, playgrounds and financial support. The state author- 
ities of various provinces have now begun to take part in the move- 
ment, and everywhere private associations have been organized to co- 
operate in it. The action of the Ministry of Education was only a fur- 
ther step in the same directions. The decree is too long to quote, but 
it is an attempt to assemble and organize the scattered movements, 
often without any connection with each other, and not seldom rivals 
and opposing movements, into an organization of all for the welfare of 
youth, carried on with a uniform point of view. The function of the 
state is to support existing organizations so far as they are worthy, to 
further and supplement them in a financial way, and to induce commun- 
ities and districts to make sacrifices for the movement. 

The action of the Ministry has been approved by all parties in Ger- 
many, except the social democrats, who regard the movement as an at- 
tack upon their special work for youth. It is hoped that this feeling on 
their part will disappear, but it is very active Just at the present time. 
Nevertheless within a year nearly all the provinces of Prussia have or- 
ganized the movement, so that state, communal and church authorities 
and private associations of all sorts are working together for the youth. 
From April 1 to December 1, 1911, in 27 governmental districts the num- 
ber of youth receiving such care increased from 469,937 to 560,489, an 
increase of over 19%. 

The decree appealed to all classes of people to interest themselves in 
the movement. The work had suffered in the past from well-meaning 
but poorly prepared leaders. The state set about to remedy this by in- 
stituting courses for training persons for this work of leadership. In 
the year 1912 there were held 434 courses of this sort, with about 22,139 
enrolled, 11,755 of whom were teachers. Finally the state has in- 
structed the state training schools for teachers to take up the prepara- 
tion of persons for this work. The dilettanteism of former years is 
being uprooted, and we will control leaders put at the head of the 
movement. Only the state can successfully attack such a task. 

In America we have been doing many kinds of welfare work for the 
youth. Some of it has been excellent and should not be disturbed ex- 
cept to improve it. As in Germany, it has been impossible to reach all 
who should be benefited by it. The introduction of compulsory voca- 
tional schools has made it possible to attack the whole problem there. 
The opening of comprehensive system of vocational schools in Wiscon- 
sin will enable you to start in this beneficent movement. We must 
direct our efforts to the whole boy, not to the mere mechanic or mer- 
chant. 



220 Outlines op Lessons 

The argument from Germany has been made to stimulate attention 
to this problem, not to urge mere imitation of their plans. We must be 
influenced by their experience but we must deal with our problem in 
accordance with American conditions. It is high time we gave thought- 
ful attention to the welfare of our working youth; mere vocational 
efficiency is not enough. We must deal with the whole boy as we do in 
our ordinary schools. 



Institute of Teachers 221 



14. Permit. 



SAFETY FOR PERMIT BOYS. 



First twenty-four lessons. 



R. W. TARBELL. 



Committee. 



R. W. Tai'bell, Chairniaii, Milwaukee, 

I/eonard R. -Evans, Sheboygan, 

John Callahan, Alenasha, 



Madison, Wisconsin, Sept. 1, 1914. 



This pamphlet contains 24 lessons outlined on Safety, for boys 
working on permits. 

The outline contains the general topics to be discussed, while the 
notes on the lesson go more thoroughly into the subject, and bring 
out a number of minor points. 

In using these outlines, it has proven very successful to supply pupils 
with pencil and notebooks, present the lesson in the form of a dis- 
cussion, letting the boys tell of their experiences, and finally come to 
a decision on a point. This point, or decision, may be written on the 
board by the teacher, and the students copy in their notes. In this 
way the class helps in reaching a decision, and then the fact is more 
clearly brought home to each one, by the act of writing it in the notes. 

These notes should be prepared in permanent form throughout the 
year, and will then be appreciated by some of the students, at least, 
who will want to preserve them. 

In addition to this work in the class room, trips that can be con- 
veniently made to shops, are very beneficial. 

The daily, local accidents have a vital effect on the minds of students. 



222 Outlines of Lessons 



Lesson I. 

Outline: Fix firmly in mind the meaning of the term "Safety Device." 
The boys must realize a safety device is not an absolute guar- 
anty of safety. 

Notes on the Lesson: What is a safety device? Name some. Made of 
what? Material? Bought ready made or home made? Who 
passes on usefulness of a safety device? (More about commission 
next time). How much should employe trust a safety device? 
Should it ever be abandoned? What causes so many accidents? 
Employes can reduce accidents by obeying instructions and being 
alert. 

Lesson 11. 

Outline: Explain the employe's part in properly protecting life and 
limb. Tell of the Industrial Commission. How members are 
placed in their positions. Tell something of duties and powers of 
the Industrial Commission. 

Notes on the Lesson: Decided last time that employe was often to 
blame for accidents. Employe seeing danger should report to fore- 
man. "Ounce of prevention worth lb. of cure." Industrial Com- 
mission appointed by governor to care for Industrial conditions, 
help reduce accidents, oversee child labor, truancy, etc. Deputies 
appointed to travel state. Factory inspectors, etc. Arrange for 
apprentices to learn trades. Labor permits reported to Industrial 
Commission. 

Lesson III. 

Outline: Safety Between House and Shop. Bring vividly to mind the 
appalling loss of life due to carelessness on the street, street 
crossings, especially. Stepping on and off the cars. Flipping 
cars and even freight trains a very dangerous practice. 

Notes on the Lesson: Safety Between House and Shop. Name first 
place to be on guard. Careful on slippery steps. Illustration 
—man killed. How prevent accidents? Keep railing there, 
keep steps clean, keep sidewalks in repair. Danger in streets; 
cars, autos, electric wires, etc. Keep alert. Look both ways 
before crossing the street, or tracks. Street crossing a dan- 
- gerous spot. Entering or leaving cars proper way? Getting 
caught between cars. Danger of catching onto moving trains. 



Lesson IV. 

Outline: Conduct around Moving Machinery. Proper clothing for 
safety. Care in oiling machinery when in motion. Learn 
when young the proper care to take. Better to preserve lifQ 
and limb than to take a chance witji a machine. 



Institute of Teachers 223 

Notes on the Lesson: Clothes endanger us how? Loose flowing 
sieoves. Loose jackets. Lace shoes in foundry. Oily clothes 
around fires, dangerous. Oil machines, at rest or in motion? 
Depends upon circumstances, kind of machine, etc. Ilustra- 
tion. One machine less dangerous than another. Use care in 
leaning over a moving machine. Wear tight caps on head. 
New workers not hurt as often as we think. Older people get 
careless. Machines can be replaced, human beings, cannot. 
Never tamper with electric switches, either light or power. 

Lesson. V. 

Outline: Do not play jokes in the shop. Throwing small articles, 
very dangerous. Keep floors from getting oily. Show by il- 
lustration different cases of the foregoing and explain dangers. 

Notes on the Lesson: Do people play jokes in the shop? Anyone 
hurt as result? Discuss with class. Why is it dangerous to 
throw articles? Discuss. What danger from oil on the floors? 
Lose footing around moving machinery. Illustrations. Keep 
mats in front of machinery. Eyes put out by articles thrown 
across shop. Oily floors cause people to fall against machin- 
ery. 

1/esson VI. 

Review of lessons I — V. Recall main facts of lessons. Written 
test. 

Lesaon VII. 

Outline: Fire Prevention. Fires due to carelessness largely. U. S. 
more wasteful than Germany or Great Britain. Have stu- 
dents learn rules of caution. 
Notes on the Lesson: Fires usually caused by? Carelessness. U. 
S. has four times as much loss as Great Britain, and eight 
times as much as Germany. Most fires"&tart when there is no 
one on guard. 
Rules for Preventing Fires: — Learn. 
1. Use only Safety matches. 

2. Keep all gasoline and oil away from the fire. Do not use 

it to start fires. 

3. Watch out for cracks in the chimney of your home. 

4. Oily and greasy rags must be thrown into a metal can. 

5. Do not try to fix electric wires, unless you know how. 

6. Ashes must be thrown into a metallic can with cover. Never 

leave ashes in the basement. 

7. Never leave a bonfire until it is burned out. 

Quotation: "Fire should be man's servant, not his master." Th^ 
Ipss by fire in the U. S. is about $500.00 per minute. 



224 Outlines of Lessons 

Lesson VIII. 

Outline: Miscellaneous. Not pertaining to machinery. Explain 
swinging doors with windows, sizes, etc. Danger without 
them. Runways and platforms with railing. Keep passage- 
ways clear. Platforms with Btairways. Stationery ladders, 
portable ladders, with steel points. 

Notes on the Lesson: Window in the swinging door. Why? See 
people coming from both sides. Prevent one bumping into an- 
other. Law prescribes size of window, for rooms where shop 
is on either side. Runways and platforms have railings to 
guard us from falling. Report defective railing to employer. 
Passageways in shops are for travel only. Danger in ab- 
structing them. Tripping over obstacles. Keep pathways in 
shops free. Platforms must have ladder or stairway leading 
to it. If ladder, it must be stationary, and securely fastened. 
Portable ladders must have steel points on ends to keep it 
from slipping on the floor. 

Lesson IX. 

Outline: Railroad Dangers: — General precautions when about the 
tracks. Teach general signals. 

Notes on the Lesson: Cro&s tracks Only at the crossings. Look both 
ways before crossing a track, double tracks, especially. Dan- 
ger in crawling under cars, or climbing between them. Train 
may move and run over person. Hanging on moving trains, 
dangerous. Gates down means wait till train passes. Rail- 
road tracks, except at crossings, is not public property. Walk- 
ing on them is trespassing. Dangerous to walk on the tracks 
in yards. Broken rails are dangerous. Notify officials if one 
is found, or flag trains if approaching. Red flag or red light 
is universal danger sign on railroads. To stop a train by day 
light, Avave a red flag or any object back or forth across track. 
By night, wave red light or any other light across the track. 
Use care in crossing tracks near switches; foot may be caught 
between rails. 

Lesson X. 

Outline: Belts: — Explain dangers of unguarded belts. Dangerous to^ 
play around them. Explain simple systems of guarding them. 
Explain safe and unsafe way of putting belt on pulley. 

Notes on the Lesson: Dangers around belts, are; belts may break, and 
hit worker. Person may fall against it. Dangerous to play or fool 
about a belt. Why? May be thrown against it. Do not run about 
them. Never crawl under or between upper and lower parts of the 
belt. Belts guarded by screen or metal case to keep us from get-, 



Institute of Teachers 225 

ting injured. Belts overhead have guard below them to catch 
belt in case it breaks and falls. Show by demonstration if pos- 
sible, how to put on a belt, showing wrong way. 

Lesson XI. 

Outline: Pulleys: — Tight and Loose. Explain purpose of belt shifter. 
Reasons for keeping shifter within easy reach of operator. 
Clutches: Explain friction clutch. Give general method of guard- 
ing pulleys and belts. 

Notes on the Lesson: Show by diagram two pulleys on shaft, one tight 
and one loose. Show how belt may be on loose pulley and not run 
machine. Shifter moves it over to tight pulley. Shifter to be 
within easy reach of operator in case of accidents. Clutches to 
throw machine into motion after main drive is going. Pulleys 
and belts should be encased to prevent workmen from coming 
against them. 

Lessen XII. 

Review of lessons VII-XI inclusive. Recall main facts. Written test. 

Lesson XIII. 

Outline: Gears: — Show danger about gears. Explain working, simply, 
Give method of guarding. Warn against dangers. 

Notes on the Lesson: Gears are used to transmit power from one place 
to another. Teeth on gears fit closely together. Anyone getting 
caught between them will get hurt. Gears rolling together will 
draw one in. Show by diagram on board. Dangerous to play or 
fool about them. May fall against them, and lose an arm, or life. 
Gears to be guarded by casing to keep people away from them. 
Always keep casing in position. Keep hands away from gears. 
Keep on the lookout for danger. 

Lesson XIV. 

Outline: Flywheels: — Show danger around flywheel. Explain guards. 
Keys on shafting. Dangers imless guarded. 

Notes on the Lesson: Flywheel revolving rapidly, creates suction. 
May catch clothes of person if he stands too close. In engine room 
if main belt is on the flywheel, keep away from it. Show by dia- 
gram, a projecting key on a shafting. Show how it could be cut 
off or counter sunk, or guarded. Explain danger of getting clothes 
caught when passing. Instance of Supt. getting killed, after 
laughing at danger. Keep sharp lookout for danger points. Show 
danger of projecting set screws. Explain by diagram, new and 
old types of set screws. 

15— B. L E. 



226 Outlines of Lessons 



Lesson XV. 

Outline: Emery Wheels and Hoods: — Explain simply, centrifugal force, 
with illustration. Explain purposes of emery wheel. Dangers in 
excessive speed. Opposite directions for different purposes. How 
to hold objects. Danger to the eyes. 

Notes on the Lesson: Explain centrifugal force with a weight on end of 
string swinging in a circle. Show by diagram, how force increases 
with speed. Emery wheels used for grinding, or for sharpening 
tools. "With excessive speed, there is danger of emery stone break- 
ing on account of the centrifugal force. Pieces may hit the work- 
man. How protect? Hood around wheel protects from flying 
pieces. Hoods must be kept in place. Show by diagram, the di- 
rection of rotation for grinding, and why? Also direction for 
sharpening tools and why? Particles of dust (emery) fly, while at 
work. Great danger to the eyes. Goggles should always be worn 
while at work. 

Lesson XVI. 

Outline: Elevators: — Most employes come in contact with elevators. 
Care in entering and leaving elevators. Explain size of door across 
opening to elevators. Tell of safety stops at top and bottom. Cau- 
tion against looking over gate into the pit. Explanation of outside 
elevators, landings, etc. 

Notes on the Lesson: Do you ride in elevators? Elevator to stand still 
before opening the door, entering or leaving. Doorways across 
opening to pit. "Why? Freight elevators 5% ft. high. Bottom 
rail not more than 12" from the floor. Gates to withstand lateral 
pressure at center of at least 250 lb. "Why? Crowd may push 
against gate or heavy truck might break it. Passenger elevators 
have doors to entirely fill doorway. Doors have self closing locks. 
All passenger elevators except automatic push button control ele- 
vators must have an operator on the car. Proper light must be 
provided. 

Lesson XVII. 

Outline: Elevator Operators: — 'Boys should be prepared for this. May 
be called upon to operate elevators. Follow the rules of the In- 
dustrial Commission. 

Notes on the Lesson: 19 suggestions by the Industrial Commission. 
From copy of rules on elevators. Each operator must read the 
rules. Points to keep in mind. Discuss each. Carelessness, stop 
car entirely, fooling on elevator, close gates before starting ele- 
vators, poor brake, operation of lever wheel, loose or tight rope, 
belt elevators, all in place before starting, safe capacity, report dis- 
orders, electric elevators, speed, starting gradually, stopped by 
safety device, car stuck, starting car from outside, trucks bearing 
long parts. 



Institute of Teachers 227 



Lesson XVni. 

Review of lessons XIII-XVII, inclusive. Recall main facts. Written 
test. 

Lesson XIX. 

Outline: General rules to be learned and practiced by the student: 
Notes on the Lesson: All warning signs must be kept in place. Replace 

them if taken away. 
Cautions;— If a cover is removed leaving a hole in the floor or ground, 
guard it. Do not ride on any moving car; crane, or part of ma- 
chine, unless necessary for your work. Do not pile material so it 
will fall up against anything too weak to hold it. Wear goggles 
when around work, where chips or much dust is flying. If in doubt 
as to the safety of any undertaking, or rule, consult your foreman. 
Do not take short cuts through dangerous places. Employes com- 
ing to work under the influence of liquor, are a danger to them- 
selves and associates. Keep eyes alert when necessary to work 
with them. 

Lesson XX. 

Outline: General rules of safety concluded. 

Notes on the Lesson: All injuries, however slight, must be reported to 
the foreman, or doctor at once. Blood poison may result. All 
defects in the factory concerning safety of any employe should be 
reported to your foreman. Be careful of loads being lifted in the 
air. When working on a platform or upper floor, use care in 
throwing material down. It may injure someone. In placing a 
ladder, be sure it will not slip. Do not carry anything when climb- 
ing a ladder; keep both hands free. Do not wear celloloid eye 
shields, cap front, or collars. They will easily catch flre from a 
spark and injure you. Do not tie electric light cords on iron rods, 
or have it near oil or grease. Be alert to the danger around you. 
Get the safety habit. 



Lesson XXI. 

Outline: Employe's duty to manufacturers in using safeguards. Penal- 
ties: See pages 7-9, bulletin. Industrial Commission, May 20, 
1912. 

Notes on the Lesson: Safety devices are installed at quite an expense 
to employer. Safeguards alone, do not make shops safe. Employe 
must do his part. (Have students copy). No employe shall re- 
move, displace, damage, or destroy any safeguard. He shall not 
interfere with its use. Penalty: — Any employe disobeying laws on 
safety devices shall be fined from $10 to $100 for each offense. Em- 
ployers are interested in your safety, but can do very little without 



228 Outlines op Lessons 

your help. Employers must equip shop with safety devices, 
according to the rules of the Industrial Commission. Penal- 
ties for not complying. See above bulletin. 

Lesson XXII. 

Outline: Circular saws. Crosscut and rip saws. Danger of each. 
Methods of handling material. Different kinds of guards and 
method of handling each. 

Notes on the Lesson: Which is more dangerous, crosscut or rip? Dis- 
cussion. Some dangers. Splinters flying; material rising on saw; 
reaching over saw; using fingers to clear material from saw. 

Lesson XXIII. 

Outline: Jointer and band saw. Square and circular heads on jointer. 
Difference in injuries obtained on each. Correct way of guarding. 

Law in regard to. Band saws. Correct way of guarding. Danger 

points. 
Notes on the Lesson: Have student place illustration on board of square 

and cylinder heads. Explain difference in setting of knives. Show 

how hand may be taken off in square head. Show slight injury 

received from cylinder head. Explain correct way of guarding. 

Explain law. See bulletin of Industrial Commission, Vol. 1, No. 1. 

Dangers around band saw? Safe place to stand? Reasons for 

guarding wheels. 

Lesson XXIV- 

Review of lessons XIX-XXIII, inclusive. Recall main facts. Written 
test. 

List of Topics for Supplementary Lessons. 

1. Woodworking shaper. 

2. Boring machine or mortiser. 

3. Automatic stamping machine. 

4. Planers and sanders. 



Institute of Teachers 229 



Leonard R. Evans, Sheboygan. 

In teaching an outline such as the foregoing, I have found that the 
personality of the teacher is the greatest factor in its success or fail- 
ure. Some teachers possess the faculty of interesting boys in almost 
any line of study while others do not understand the nature and in- 
terests of boys of this age. In work such as we have been discussing, 
I have seen a class under one teacher be thrilled with interest and 
anxiously waiting the opportunity to tell their own personal experience 
along some particular line of questioning, while in the room adjoin- 
ing I have seen a class dull and listless while studying practically the 
same subject matter. Thus I repeat that the personality of the teach- 
er is the greatest factor in work of this nature. 

We have been able to secure the interest of the manufacturers in our 
work in safety devices. Some of them have consented to visit the 
school and tell the boys of experiences that have happened in their 
own factories. This makes the subject a live one to the boys and 
they know that the person talking knows whereof he speaks. I am 
sure that the co-operation of employers can be readily obtained for 
the asking and the beneficial results of this co-operation can not be 
over estimated. 



230 Outlines of Lessons 



15. Permit. 



SAFETY FOR PERMIT GIRLS. 



First twenty-four lessons. 



LAURA E. HAHN. 



Committee. 

Laura E'. Hahn, Chariinan, Kenosha, 

Ellen I. Cavanaugh, Menasha, 

P. J. Zinimers, Manitowoc. 



Madison, Wisconsin, Sept. 1, 1914. 



SAFETY. 



Safety is taken to mean the safeguarding of all conditions, under 
which our girls worlc and live. The three words; life, health, and 
welfare, have come to be so closely associated in thinking of the matter 
of safety, that instruction must not only cover such topics as elevator 
shafts, or protection to the eyes, but it must include comfort, decency, 
and moral well being, as well. Therefore these outlines must be writ- 
ten from three distinct standpoints, and it is the overlapping of these 
three that means safety. 

1. A study of the great laws which govern all life, that of plants and 

animals, and human beings, since in these life phenomena we 
have the basis for all moral teaching. 

2. Talks on Health and Sanitation. 

3. Prevention of Accidents. 

Safety does not mean Safety Devices. 
Safety does not mean talking guards. 

The girl should have such instruction as will enable her to live safely 
and wisely. 



Institute of Teachers 231 

Supplementary Reading: 

"Plant and Animal Children" by Torelle. 

"Firebrands" by Martin and Davis. 

Material from Library. 

Material from the Industrial Commission, etc. 

Red Cross Pamphlets. 

"The Three Gifts of Life" by Helen Smith. 

"A STUDY OF THE GREAT LAWS WHICH GOVERN ALL LIFE, 
THAT OF PLANTS, ANIMALS, AND HUMAN BEINGS, SINCE IN 
THESE LIFE PHENOMENA WE HAVE THE BASIS FOR ALL 
MORAL TEACHING." 

This instruction should help the girls to understand the meaning of 
life, of reproduction, and of motherhood. 

The varied opportunities offered to the girl of today by no means 
frees her from the fundamental and natural responsibilities which have 
always belonged to womanhood. 

We may go into the study of botany, or zoology, or agriculture as 
deeply as the class and the time will permit, but we must not forget 
three things. 

1. Whom we are teaching. These girls are not children. They come 

to us with an experience which in many cases, is wider than our 
own. They have been forced to see much in their short lives. 
Our instruction must be such as will get hold of them for better 
and higher things: or it must be omitted altogether. 

2. The limited time these children come to us: forty-eight days at the 

most, but few girls have been able to attend the full time. 

3. The purpose of these lessons is threefold. 

a. To express in language the girls can understand, the fundamental 

parts of growth and development of plants and animals, and there- 
fore of human life and its problems. The emphasis has been 
placed on reproduction, and the studying of the great "Life Mys- 
tery." In such questions as: "How did the little baby apple-tree 
get into the seed?" the girls are unconsciously learning about them- 
selves, and getting a greater respect for motherhood. 

b. These lessons may be the basis for the teaching of morals, which 

have their very beginnings in the life history, the heredity, and 
the environment of plants and animals and therefore of human 
beings. 

c. To show that the life of a plant or animal, and therefore of a human 

being is governed by fixed laws, and that the ignorance or the dis- 
regard of their laws brings certain punishment. 
Helps; Any Good Text. 

Torell's Plant and Animal Children, and How They Grow, is sug- 
gested. 
One good magnifying glass. 



232 Outlines of Lessons 

As little material as possible to illustrate the point. (Too much 
material is apt to confuse) Ex. A blossom, or an apple or an 
egg. 

Pictures. 

Teacher using blackboard as she talks. 

Excursions. 

Some classes seem so young, while others seem quite mature so 
that the lessons have to be very carefully prepared-. Part, or 
all of a lesson may be omitted if the girls are not ready for it. 

All instruction should be clear, accurate, and well-balanced. 

Outline for the Study of Plants. (Dependence). 

1. Stamens & Pistils in one flower. (Apple) 

2. Stamens in one flower. Pistils in another flower. (Corn) 

3. The work of insects in pollenization. (Rose) 

4. Cross-fertilization. (Rose Pine) 

5. Variations. (The Rose, the Strawberry) 

6. Natural Selection — among plants, among animals, among human 
. beings. 

Voluntary Selection or Choice. Sterling Qualities. 

Minute Forms or Uite. (Dependence, Little, if any, instinct.) 

7. Cell-division. The spore. Pond-scum, amoeba, yeast, or any con- 

venient form. 

8. Lesson on Yeast, Bacteria, etc., looking forward to bread-making, 

and other operations necessary in cooking. 

9. Questions relating to the work of bacteria. 

10. Another lesson about the things, both good and bad, done by bac- 
teria. 



Outline for the Study of Animals. (Instinct). 

All animals come from eggs. 

11. Eggs are laid. 

Both fertilization and development outside of Mother's body. 
Young are hatched ( ?) How young are cared for? Young fed 
grass, weeds, etc. Ex. The fish, frog, clam, cray-fish. 

12. Eggs are laid. 

Fertilization inside of Mother's body. Development outside of 
Mother's body. Young are hatched. Young are fed on worms, 
seeds, berries, etc. Teaching young to fly. Ex. Birds— The 
Robin. 
,13. Study of an Egg. Ex. Hen's Egg. 
Its formation. 
The germ. 
Wonderful changes going on during incubation. 



Institute of Teachers 233 

14. Eggs not Laid. 

Both fertilization and development take place inside of Mother's 

body. 
Young are born. 

Young are fed on milk. (Mammals) 
Care of helpless young. 
Ex. Rabbit. 



Outline for Study of Human Life. (Choice) 

15. Dependence; instinct; choice. 

The reproductive instinct. 

The reproductive organs. 

The half-lives. 

Growth and development of the new life. 

The birth and start in the outer world. 

The sacredness of human life. 

16. The Reproductive Instinct. 

Uncontrolled. 
Controlled by choice. 
Personality. 

17. Some Practical Lessons. 

Lesson L 

Plant Life. 
The Apple. , : 

The seed. 

The apple-tree in the seed. 

How does the little baby apple-tree get into the seed? 
The blossom. 

The stamens — the pistil. (The half-lives). 
The pollen grains. 
The sperm — the egg. 
The living substance in the sperm must unite with the living sub- 
stance in the egg before a new little baby apple tree can grow. 
How does the sperm get to the egg? 

Lesson II. 

The Corn. 

The grasses: The seeds of grasses. 

Those used for food. (Cereals). 

The ear of corn — the kernel. 

The germ — the little corn plant in the seed. How does it get there? 

The flower (or, the flowers). 

The tassel — pollen — sperm. (The half-lives). 

The silk^pistil — eggs. (The half-lives). 
Stamens and pistils grow in two separate flowers in the corn plant. 
Stamen and pistil grow in the same flower in the apple blossom. 



234 Outlines of Lessons 

"Fertilization" 

The pollen falling upon the silk. 
The pollen carried by the wind. 

Lesson III. 

The Rose. 

Parts of the flower. 

The real flower (Stamens and Pistils). 

Use of petals? 

Why so beautifully colored? 

What are the bees and the butterflies after? 

How do they get It? Where is it? 

What is likely to happen to the ripe pollen grains as these bees 

and butterflies crawl down into the flower? 
What is likely to happen to the next flower they visit? And the 

next? 
The uniting of the sperm from one flower and the eggs in another. 
A flner, stronger, more beautiful new young plant will grow, if the 
living substance from two different flowers or from two different trees 
unites. 
"Cross Fertilization." 
How is the pollen carried? 

Lesson IV. 

Cross Fertilization. 

The birds, bees, butterflies, etc. 
The wind, the water. 
Gravity. 

Artiflcial means. (See Lesson V.) 
Experimental stations. 
In your own garden. 
Breeding of plants. 
Luther Burbank. 
All nursey men and seeds-men. 
Do flower seeds which you have saved from your own garden, always 
come "true" to color? or may they be blotched, or striped, or marked 
with another color? or may they have a fluted or notched edge. Instead 
of plain? How do you account for it? 

Illustration: Plant a bed of red poppies; also a bed of white poppies. 
They are beautiful and in the fall you carefully save the seed. The 
next year you try it again. But the red poppies are marked with 
white; and the white poppies are marked with red, and here and there 
is a blotch of yellow or purple, and there are other differences. Ex- 
plain. 
What is a "Strain?" 



Institute of Teachers 235 

A seedman advertises "Sweet peas in all the finest 'Strains.' " What 
does he mean? 
Why do all fruit men and orchardists keep bees? 

I/esson V. 

Variations: ; ■ 

Choosing of parent plants. 
Only fine plants are chosen. 
Poor, scrubby-looking plants are not apt to bear fine flowers 

or fine fruits. 
The Mother-plant — Pistils. (The half-lives) 
The Father-plant — Stamens. (The half-lives) 
The placing of the pollen from the Father-plant upon the stigma 

of the Mother-plant. 

(Get any necessary information from some good article on the 
"Culture of Strawberries," or "Culture of Roses," etc.) Explain 
why great care is necessary in preventing any other kind of pollen 
from touching the stigma. 

Why is the new little plant formed different from either the 
Mother-plant or the Father-plant? 

The new plant is called a variation. 

Are all variations desirable? 

One can never tell whether a certain seedling will bear fine 
flowers until it is quite grown up. Sometimes a poor-looking seed- 
ling will grow into a fine plant and bear fine flowers. 

Often a variation is larger, stronger, or more beautiful or better 
able to stand extremes of weather than were its parents. 

Variations may live, while plants like their parents may die. 
Why? 

licsson VI. 

Natural Selection: 

Everywhere in nature those who are strongest and best adapted 
to the conditions where they live, survive and have children who 
live after them to take their places. 

Natural Selection: 

Among Plants: In garden patch or flower bed — which plants 
are most beautiful, produce lovliest flowers, and ripen 
their seeds? 

Among Animals: Pack of wolves. A hundred or more start 
into the winter. Through severity of weather or by 
starvation, or by being trampled dovvn and eaten by their 
companions, the weaklings are thinned out, leaving only 
a few of the strongest and finest of specimens to live and 
have children who will live after them. 



236 Outlines op Lessons 

(Other Illustrations) : 

Among Human Beings: The diseased, the crippled, the feeble- 
minded, often have children who will live after them. 
Are these children likely to be worse or better than their 
parents? 
Among Savages and Half-Civilized? 
Among our own people? 
Marriage Laws. 

Laws for the State of Wisconsin. 
In Royal Families. 
(Other Illustrations) 
How is a race of plants or animals effected by natural Selection? 
How effected through lack of Natural Selection? Lack of Natural 
Selection may be called "Voluntary Selection," or "Choice." 

"Choice" 

Mu&t look for Sterling Qualities. 

Good parentage. 

Health. 

Character. 

Common Sense. 

Honesty, etc. 

Steadfastness to purpose. 
"Blood Tells" 

Lesson VII. 

Pond Scum. (Spirogyra) 
Where does it grow? 

(Each child examines a, specimen under p microscope) 
Its beauty, delicacy, color. 
The spiral hand — the star. 
The covering of the cell. 
The divisions or bars. 
Divisions — 1 — 2 — 4 — 8, etc. 

The Spore: 

Its formation. 

Cells from two adjoining bands or ribbons, send out little 

projections. 
These projections meet and form a bridge from one cell to 

the other. 
The contents of the one cell passes througli this bridge over 

into the other cell. 
The contents of the two cells unite and form but one cell. 
This new cell is called a Spore. 
The spore is the real plant baby and it grows and divides again 

— 1—2 — 4 — 8 — 16, etc, 



Institute of Teachers 237 

But in dividing and sub-dividing, the cells are becoming weaker 
and weaker. No new qualities are coming into the cells, so nothing 
new can be given to the plant children. The race is growing less 
able to withstand extremes of weather and location, with each 
division. 

New "blood," new life, new activities, greater beauty, strength, 
power or resistance to disease, or power of endurance of hardship, 
etc., come only through the union of two cells. This union of two 
cells forms a spore. The spore is the real plant baby. 

Lesson VIII. 

World teeming with life. ^ 

The visible: The invisible. 
Microscopic forms. 

Yeast; Bacteria; Molds, etc. 

Yeast: (Bread-Making) 

Kinds: Wild, tame. Brewer's compressed yeast. 

Which is best for bread-making? 

A plant. Millions of yeast plants in one compressed yeast cake. 

Why wrapped in silver paper? 

Will yeast plants live in the air? 

Also bacteria, etc., live in the air? 

Show working of yeast by crumbling considerable portion of the 
yeast cake into a tumbler of warm (not hot) water to which a 
teaspoon of the sugar has been added. Allow this to stand a few 
minutes on the table and watch the bubbles of gas forming and 
rising to the top. The yeast plants are alive and are eating up 
the sugar. In place of the sugar they are giving alcohol and car- 
bonic acid gas. We cannot see the alcohol, but we can see the gas 
rising to the top in bubbles. 

In the rising of bread, also the yeast makes alcohol and gas. 
The alcohol stays in the braed until it is baked, then it passes off 
into the oven, then into the air of the kitchen. Have you noticed 
the odor of alcohol in the kitchen during bread-baking? The gas 
"raises" the bread and is also driven off in the baking. 

Explain: fermenting of wine. The making of vinegar. 

Yeast is a leavening agent. Why? 

Growth of Yeast: 

Must have food, air, warmth, moisture. 
Food: Sugar, starch, milk, etc. 
Air: Living things require air. 
Moisture: Live plants need moisture. 

Warmth: Heat kills. Cold retards growth. Trees are sleep- 
ing or resting in the winter time. They are not dead. 



238 Outlines of Lessons 

Keeping yeast where it is cold until needed for bread-making. 

Wliat is meant by "scalding the yeast?" 

Dead plants can't work. 

One work of yeast is to make gas, which "raises" the bread. 
Only live plants can make gas. 

Baking bread kills the yeast. 

Baking kills bacteria, and other dust plants, also, which may 
be growing in the bread. 

Need of baking bread a long time. (The middle of the loaf) 

Bacteria and other dust plants may grow in the bread the same 
as the yeast does. Need of scalding milk used in bread- 
making. 

A dusty kitchen, or unclean utensils, increase chances for 
bacterial growth. 

What is sour bread? 

Reproduction: , 

By budding. 
By spores. (Explain each). 

LessGn IX. 

1. Minute forms of life exist everywhere. 

2. If they fall upon suitable food they may grow and increase so 

rapidly that they form spots or colonies. 

3. What are suitable conditions of growth? 

4. What happens to meat, milk, or other foods if left exposed to 

warm, moist air? 

5. Why do people boil milk to keep it from "spoiling?" 

6. Why will cooked meat keep longer than raw meat? 

7. Why must canned fruit be put up "air-tight?" 

8. What happens if it is not? 

9. The importance of these microscopic plants and animals. 

10. Some good things done by Bacteria. 

The making of butter, cheese, vinegar. 

Industries which take advantage of Nature's method of 

decomposition. 
They make the soil fertile. 
They purify our sewage. 
They disintegrate our garbage, etc. 

11. Some harmful things done by Bacteria. 

They sour our milk. 

(Explain Pasteurization of milk). 

They spoil our fruits and meat. 

(Explain how these may be preserved, etc). 

They create disease. 



Institute of Teachers 239 

Disease Germs: 

Typhoid, tuberculosis, malaria, catcliing cold, etc. 
The Germ Carriers: 

The fly, mosquito, other insects. 

Pet animals — mice, etc. 

Drinking water, food, etc. 

The sputum, the breath, the hands, clothing, dishes 
used by the sick. 

Why is there a war against spitting on the floor? 

The common drinking cup? 

The common towel? 

What is blood poison? 

What is a communicable disease? 

Why should we use the toilet at home, when possible? 

(Explain the danger in usinga public toilet). 

12. Germs don't "just grow;" they always come from parent germs. 
You can have no disease unless a disease germ is growing 
in, and poisoning the body. 
No life grows from nothing. Life grows from parent life. 

Lesson X. 

Good Work Done by Bacteria: 

Changing organic into the inorganic. 

Industries built up on Nature's Method of decomposition. 

Bad Work Done by Bacteria: 
Spoiling foods. 

Ptomaine poisoning. ;". 

Causing disease. 

Communicable diseases. 
Blood poisoning. 
When sunshine goes out, the doctor comes in. 

licsson XI. 

Animal Life. 
Eggs Laid : 

Fertilization and development take place outside Mother's body. 

Type: 

The fish. 

The Fish: 

Why so shaped. 

The fins: The tail: The gills. 

About swimming. 



240 Outlines of Lessons 

Where mother fish lays her eggs. 

What is sperm? 

Why do schools of flsh go up stream in the Spring Time? 

What are fith ways? Laws regarding same. 

The Mother flsh: The eggs. (Half-lives). 

The Father flsh: The sperms. (Half-lives). 

Method of fertilization. 

Eggs laid in weeds or grasses. 

Sperms poured over them. 

One sperm unites with each egg. 

An egg and a sperm must unite before a little baby fish can 

grow. 
How are baby fishes cared for? 

Ex. Salmon. (All familiar with the canned product). 
Live in the sea. (Salt water) 
Stirred by instinct, usually in the springtime, to swim up river 
to the quiet streams and pools where they may breed. 

Breed means to deposit their half-lives in nests which they make. 
Hard work to go up stream against the current, the rapids, and 
the waterfalls. 

It is on this, trip up stream that they are caught in such large 
numbers. 

In fine condition, full of life and spirit, as they go to one great 
event of their lives, that of creating new life. 

They do not stop to eat, so intent are they' upon finding a suit- 
able place where their half-lives may be placed and where their 
young may get a good start in life. 

The Mother fish places some of her eggs in the nest and swims off 
a short distance; the Father fi&h pours sperms from his body over 
these eggs. These eggs are now fertilized. Then the Mother fish 
lays some more eggs and the Father fish pours over them some more 
sperms; and so on. This process continues day and night about two 
weeks, or until the Mother fish has laid all her eggs. 

The fish are now exhausted from lack of food and also from hav- 
ing given freely of their life and strength. 

They are far different from the fish that came up the stream 
two weeks ago. They cannot swim. They can only drift, tail 
first, down the river; none ever reach the sea alive. 

Only those of the young fish that escape their enemies ever get 
back to the sea, where they live in the salt water and await the 
same great instinct which prompted their parents, to give their 
lives, in turn, that their young may live. 

Lesson XII, 

Eggs Laid: 

Fertilization inside Mother's body: Development outside of 
Mother's body. 



Institute of Teachers 241 

Type: 

The Robin. 

The Robin: 

Where does the robin live? 

About flying; feathers. 

The bones; Air sacs. 

The robin's song; the voice box. 

The robin's nest; weather; food. 

Preparation for return in the spring. 

The homing flight. 

Choosing a mate; making a nest. 

The egg-sac. 

The egg: 

The yellow. 

The white. 

The shell. 

Use of each. 

Which formed first? 

Which formed last? 

Fertilization: 

The eggs are formed in a cluster in the upper part of the body 
v.'all. They slip off the cluster, one by one, and pass down the egg- 
sac, which is a wide-mouthed tube. In this tube, they meet the 
sperms which have been placed there by the Father bird. One 
sperm unites with each egg. So far the egg consists only of the 
yellow, and the little egg cell which has united with the little 
sperm cell. There is as yet no white or no shell. Then a structure 
in the wall of the tube makes the white with which to cover the 
egg, and another structure makes the shell. Both the yellow and 
the white are food for the living substance in the egg. 

The egg-shell contains and protects both the living substance and 
its food. 

Each egg is formed so th^t another little bird can grow. But the 
living sub&tance in the egg can not grow until another kind of liv- 
ing substance has been added to it. 

Liesson XIII. 

Young birds are "hatched." 

One or more eggs may have been provided for class use. These 
may be broken into a plate, or other flat dish, for inspection. Care 
must be taken not to break the yello%. Select eggs as fresh as 
possible. Show the class the little knot, or button of white as it 
lies against the yellow. This is the germ. The germ was made by 
the union of the egg cell and the sperm cell. The germ is the part 

16— B. I. E. 



242 Outlines op Lessons 

which will grow into a new creature; a new bird. The germ is alive 
and must have food. The white and the yellow are food for the 
germ. The bird grows inside of the shell. Compare: Fish-eggs; 
frog's eggs. 

Wonderful changes take place. 
The simple cell division. 

Many cells are arranged to look more like a flish than like a bird. 
But the creature is still growing and becoming more bird-like. The 
yellow and the white are fast disappearing and after two or three 
weeks a real bird pecks at the shell, and steps out. 

Notice again the formation of the egg. Besides the germ the 
yellow and the white, notice the little cords of thickened white that 
run from the yellow towards the shell. These little cords keep the 
yellow suspended in the middle of the egg. Notice the thin mem- 
brane around the yellow. There is another, and thicker one around 
the white. How many have noticed this one in shelling a "hard- 
boiled" egg? Purpose of the depression at one end of the egg? 
This may be noticed if the outside covering has been removed from 
a "hard-boiled" egg. The outside covering is porous, allowing air, 
or water to pass through. The usual thing is, for the moisture in- 
side to pass out and the bacteria laden air outside to pass in, caus- 
ing the egg to spoil. A fresh egg has a thick rough shell. What 
about the practice of holding an egg to the ear and shaking it to 
see if it is "good." 

Eggs must not be shaken or jarred, especially if intended for 
hatching. Also they must be kept at an even temperature and be 
fresh. 

(A magnifying glass may be used to advantage in this lesson). 

The Mother bird's care for her young. 
Feeding her young. 

Teaching them to fly. ("As an eagle stirreth up her nest, flutter- 
eth over her young, beareth them on her wings, etc.") 

Ex. The Bee: , '. 

The hive; the harmony; the system. 

No disorder; no leader; hive ruled by instinct. 

Three kinds of bees in a hive. 
The Queen bee, who is the larger of any of the others. She 
is the Mother of the hive. She lays all the eggs. She does nothing 
but keep the hive well filled with bees. Her right name is Mother 
Bee. 

The workers, who are female bees, but who were not fed and 
allowed to develop, so that their reproductive organs have not grown 
large and perfect; therefore they are not able to lay eggs as the 
queen bee does. These workers — 

Bring in water and pollen. 

Get ready the wax. 



Institute op Teachers 243 

Build the cells. 

Gather and store up the honey. 

Act as nurse girls. 

Clean out the brood-cells. 

Fan air into the hive. 

Carry out refuse and bodies of dead bees. 

Act as guards. 

Feed the queen bee. 

Feed the drones. 

The drones are males. 

They do not work. 

They do not even get their own food. 

They are fed by the workers. 
When the hive becomes crowded, the bees swarm; that is, the 
queen bee takes some of the workers and drones and leaves the 
hive. Bees never swarm unless there is a new queen left to take 
the place of the old one. When the queen is gone, the young 
queen comes out of her cell, and wanders aimlessly about the hive, 
but not for long. Instinct tells her what to do, to fulfil the 
purpose for which she was created; that of laying eggs. Some 
fine warm, sunshiny day she will set out on her mating flight. She 
goes to the door of the hive and flies out into the sunshine. She 
returns after a few minutes, to get her bearings. Then off she 
goes again, up into the sunshine. All the drones of her hive and 
of other hives are flying lazily about, but the sight of the queen 
bee arouses them, and they all chase after her, up into the sky. 
Higher and higher they go until the drones become weary and begin 
to drop off. Finally one drone succeeds in reaching the queen bee 
and in the clasp of a moment, places the little half-live from his 
body into the body of the queen bee. The exertion has been too 
much for him and he falls to the ground lifeless. But he has given 
his life for the sake of the future bees. The queen bee now returns 
to the hive having all that is necessary to start the little bees in 
life. She will never leave the hive again unless it is to lead a swarm. 
She may live as Mother to the hive, for four or five years. She 
may lay hundreds of eggs a day, but she has enough of the male half- 
lives stored away in her body to last her all this time, so that she 
never takes but one mating flight. 

As winter approaches, the drones are usually stung to death, or 
starved to death by the other bees. It is instinct which makes 
the queen bee leaves her own hive and get a strong and vigorous 
drone from another hive to become the father of the future bees. 

Iiesson XIV. 

Eggs not Laid: (Mammals) 

Both fertilization and development inside of the Mother's body. 

Type: 

The Rabbit. 



244 Outlines of Lessons 

The Rabbit: 

His habits — His home — His food. 
Covered with liair — -not feathers nor scales. 
Differs from other animals, also, in way it feeds, develops, and 
cares for its young. Young of hairy animals live on milk. 
Where does the milk come from? The Mother's milk made 
in her own body for this purpose; — i. e. feeding her young. 
The milk glands. The udder of the cow. Other Examples: 
the goat; the colt; the kitten; the dog; the calf; all fed at 
first on the Mother's milk. 
Animals that feed their young on milk are called mammals. 
The rabbit is a mammal. 
The life of a rabbit differs greatly in another way from the life 
of a fish or a bird. The fish and the bird grow from eggs outside 
of the Mother's body. The rabbit grows from an egg inside of the 
Mother's body. 

The little rabbit needs more care and protection than do the fish 
or the bird at the time it begins to grow. 

Instead of letting the egg pass out of her body into the water 
as the mother fish does, or into a nest as the mother bird does, the 
Mother rabbit keeps it inside of her body until it has grown into a 
, little baby rabbit. 
The egg is a cell. 

It pas&es from the place where it grew into a wide-mouthed tube, 
where it meets the sperm from the Father rabbit's body. 

The egg unites with the sperm. This new cell divides and divides 
again many times. The new little creature is fed from the blood 
of the Mother's body. 

The little baby rabbit grows within the Mother's body. Four or 
five little brothers and sisters may grow at the same time. When 
they are big enough, they are born. 

The Mother's care for her young. 

Kept in burrows safe from dogs or foxes. 

Nature nas provided that every living thing must not only grow 
ana jare for itself, but that it is also expected to give of itself to 
other living things. This is one of the great rules, of life. 

Lesson XV. 

Human Life (Choice). 
Plants: Dependence. 

Animals; dependence^ — instinct Human Beings; dependence — in- 
stinct — choice. 

Animals obey instinct. 

It was instinct that sent the salmon hundreds of miles to their 
breeding places. 



Institute of Teachers 245 

It was instinct tliat sent the queen bee on her mad flight up- 
ward, followed by the drones. 

It was instinct that sent the birds north, singing as they came 
to breed, near where their own lives began. 

Human Beings rule instinct by Choice. 

It is not until life becomes very high that it is given power to 

choose. 
Choice means: 

Power to reason, to think. 
Power to will, to do. 
The Reproductive Instinct. What it is. 
The. Reproductive Organs. 

The male half-lives: The sperms. 
The female half-lives: The eggs. 
The life of a human being begins in the same way as does the 
life of a plant, or an animal; by means of the coming together of the 
two half-lives. 

Growth and development of the new life; within the Mother's 
body, obtaining everything needed from the Mother's blood. 

The wonderful nest, the blanket, the life, the birth, the start in 
the outer world. 

The sacredness of human life, no matter at what stage of develop- 
ment. 

Lesson XVI. 

Human Life (Continued). 

The Reproductive Instinct. 

Does not make itself felt until the child has had time to use 

his reasoning powers and his will. 
How it makes itself felt. 
Improper Actions: 

Flirting; dancing, etc. 
Immodest dressing, etc. 
The dangers and temptations a girl is likely to meet. 
How the greatest blessings may be changed into the greatest 

curses. 
The diseases which are the result of wrong doing; Jjoth germ 

diseases, and passed directly from one person to another. 
Gonorrhea. 
Syphilis. 
This instinct uncontrolled brings degradation and ruin and de- 
generacy. 

Controlled by Choice. It means progress of the finest and broad- 
est kind, making people strong and beautiful in character. 

The little half-lives are fed and nourished upon the blood of the 
person with whom they live. In return these half-lives give to the 



246 Outlines of Lessons 

blood a substance which has a great effect upon the life of the 

individual. This substance furnishes the power, the energy, the 

force, which is called Personality. 

"Personality is the highest form of force there is." 

It is through the reproductive instinct, in some form or other, 

that the life force expresses itself. 

Lesson XVII. 

1. All living things are either plants or animals. 

2. Plants and animals are made of the same kind of living sub- 

stance. 

3. This substance grows, in plants, into leaves, branches, roots, 

fruit, etc. In animals, into skin, fingers, feathers, brain, etc. 

4. The cell. 

5. One-celled life. .'. 

6. Many-celled life. 

7. Growth of the cell. 

8. Healthy cells make a healthy plant or animal. 

9. All cells must work. 

10. Certain cells set aside for certain work. 

11. The cells from which new plants or animals grow are called 

reproductive cells. 

12. Reproductive cells are either eggs or sperms. 

13. Reproductive cells are usually well guarded. 

14. In some cases, the reproductive cell is sent out from the "body 

of the parent to grow by itself, as in mosses or in frogs and 
fishes. 

15. Sometimes the reproductive cell is kept in the Mother's body 

until it has grown into a new little plant, as in the rose, or, 
into a new little animal as in the rabbit. 

16. If a plant or animal is sick or diseased, its children are likely 

to be sick or diseased. Even the grand children may be 
weak or diseased. 

17. Nature's Laws: They hold good for the human beings, as well 

as for plants and animals. 

18. Since every boy or girl is likely to become a father or mother, 

it is very important that the body should be kept well and 
strong, and never at any time should anything be done which 
would weaken it or which would cause disease. 

19. Contagious or infectious diseases. 

20. Infectious diseases which may be passed on from generation to 

generation so that many, very many, are made suffer through 
the carelessness or ignorance or selfishness of one. 

21. Bacteria which cause disease. 

22. Typhoid, tuberculosis, colds, lock-jaw, diphtheria, whooping 

cough, etc. 

23. Mosquitoes and House Plies. 

24. How bacteria may enter the body. 

25- Cleanliness — good food — good air — minds and hands kept busy. 



Institute op Teachers 247 



TALKS ON HEALTH AND SANITATION. 

Since time in the Continuation School is so limited, we cannot 
hope to teach all of the important things in any subject; only the 
most vital to our girls and their homes can be touched upon. These 
outlines cover the following only: 

1. Need of fresh air. 

2. Good light, sunshine. 

3. Cleanliness. 

4. Good Food. 

5. Exercise, Recreation. 

6. Rest and Sleep. 

7. Clothing. 

8. Colds. 

9. Contagious Diseases. 

Care of the body and sanitation must be a habit, working all 
the time, day and night, winter and summer, at school or home. 

We must be governed by common sense and consistency, with 
both minds and hands kept busy. 

Need of Fresh Air. 

Ventilation. 

Bad air — how poisoned? 
Dust and disease germs. 
Too much heat and moisture. 
Too little heat. 
Effects of bad air. 
Stupidity. 

Cause of accidents. 
Explain what ventilation is. 

Illustrate. 
Drafts. 
Ventilation: 

In daytime. 
At night. 
Size of room. 

Number of people in the room. 
Best kind of curtains. 
The one thing necessary is to get the fresh air. 
The fresh air should come from the outside. 

The warm body seems to need the shock which comes from cold, 
crisp air. We need sharp contrast, both mental and physical to 
waken us up. 



248 Outlines of Lessons 

Good Light — Sunshine. 

Good light. (See outline on "Prevention of Accidents") 

Sunshine: 

Live in the sunshine. 

Get all you can. 

Open the windows and let in the sunshine. There are a lot of 
things worse than faded carpets. 

Sunshine kills germs. 

Sunshine brings new life. 

Sunshine makes things pure and beautiful and strong. 

Vice and crime are made where there is not sunshine. 

Sunshine is a life-saver. 

Select a room or a house into which the largest possible amount 
of sunshine may enter, and don't shut it out. "When sun- 
shine goes, out, the doctor comes in."' 

Cleanliness. 

Of Surroundings: 

Wastes: Best way to dispose of paper, trimmings from vege- 
tables, etc., ashes, cans, boxes, clippings from yard, sweep- 
ing from floor, etc. 
Best way to clean bowls., bath tubs, sinks, floors, etc. 
Scrubbing powders or soaps which injure enamel. 
Care of outside toilets. 
The U. S. government issues a pamphlet. Public Health, bulletin 
No. 3 7, on the subject of outside toilets. The books contain in- 
structions for the building and subsequent care of such a structure 
from the standpoint of economy and simplicity. Such a building 
would be perfectly sanitary, if properly cared for. There would be 
no soil pollution nor spread of infectious germs. The cost runs 
from five to ten dollars, and it could be built by a 14-year-old boy 
of ordinary intelligence. This is a valuable book for those who 
have not access to the city water supply or who, for any reason, 
cannot install a water system of their own. 

There is also on the market a Chemical Closet which may be in- 
stalled in any bathroom, bedroom, or basement. It is of steel and 
iron construction and entirely odorless, and sanitary in every way. 
The primary cost of such a closet is very small, $19.50, and the 
cost of operating is practically nothing. It has the advantage of 
being able to be moved when the family moves, like any other piece 
of furniture, and is set up as easily as a bed or stove. 
What is sewage? Sewerage? Sewer? 

Why should sewage be carefully disposed of? How may it be 
disposed of? What is the "Lake Michigan Sanitary Commission?" 
What is it doing? What does it say about the conducting of sew- 
age into Lake Michigan? Why should garbage pails be kept covered 



Institute of Teachers 249 

tightly? Both cans and covers should be such as will not be tipped 
over by wind, or uncovered or upset by dogs. 

Breeding places for flies, etc. 

What are scavengers? 

Especial instruction and oversight in how to clean the kitchen 
sink, and other plumbing. Dangers from closed plumbing. Why 
is open plumbing the be&t? How to clean the pipes. What is the 
trap? Its use? What is a grea&e trap? What should, or should 
not be thrown into the sink, closets, etc. 

Disposal of slops, etc., where no water system is installed. (This 
is very important). 

How to sweep the floor. How to keep down the dust. Dangers 
of dust. What is a vacuum cleaner? The principle involved? 

The plainest of furnishings. They should be substantial and use- 
ful, easily cleaned. There must not be too much of it. Most homes 
are over-equipped in this line. Good housekeeping means a system 
of elimination. 

Care of cellars, attics, store-rooms, etc., sheds, back-yards, etc. 

By cellar, I do not mean the modern basement containing heat- 
ing plant, laundry, etc. Continuation school pupils are not likely 
to live in a home containing such conveniences. I mean cellar, that 
room under a house, for storing provisions. It is not a place for 
rags, ashes, rubbish and filth, of all kinds. Even if not used for 
vegetables, fruits and other eatables, it still is not a place for rub- 
bish, and filth. It must be kept clean, well-aired and as dry as 
po&sible, to insure against disease. Nothing shows good housekeep- 
ing to a better advantage than a clean, sweet-smelling cellar. 

Attics, store-rooms, etc. should also be orderly and clean. Trash 
and dirt have no place around a house or yard. They should be 
held in receptables for that purpose and disposed of by burning, 
burying, being hauled off, or any other way which is equally as 
good. 

Dirt is matter out of place. 

Of Person: 

Cleanline&s niust come from within. A person must want to 

be clean. Cleanliness is largely a matter of education. The 

most civilized nations use the most soap. 
The body is continually throwing off waste material. The skin 

is one of the organs that help carry waste material away. 
Need of bathing. 

Kind of bath. 

How often? When? 

What kind of soap is best? 

Purpose of a bath? 
Explain how the skin regulates, the temperature of the body. 
Care of the teeth. 

Must be kept clean. 



250 Outlines of Lessons 

(Many fii'ms will send samples of good tooth paste or 

powder, for the asking. These may be distributed to the 

pupils.) 
Teeth should be brushed often. 
Dental examinations. 

Visits to the dentist is a matter of economy. 
Care of the Hair. 

Dandruff, how removed? 

Vermin — remedies. " ' 

Perfect cleanliness. 

Dressing the hair. 

Simple, girlish way is best. ' 

Avoid ornaments. 

Avoid over-dressing. 

Avoid tonics — dyes, etc. 

Care of brush and comb. 
The ears, feet, finger-nails must be scrupulously clean. 

Care of the Eyes. 
Placing of light. 

Steady — not flickering. 
Reading in bed, street cars, etc. 
How to remove cinders, etc. 
Rest; eye strain; headache; glasses. 

Good Food: 

Food must be nourishing. 

Carbohydrates. 

Fats and Oils. 

Sugars and starches. 

A meal must be a study. The three kinds of food must be 

present in the right proportion. 
Amount of water necessary. (Minerals) 
Preparation of food for the table. 
Plain substantial food the best. (What does "Plain" and 

"Substantial" mean?) 
Coarse foods. (bulk) 

The need of them. 
Eating at all hours. 
Candies and other sweet meats. 
Preverted tastes. 
Care of food and food supplies. 

The ice-box. ' , 

The pantry and cupboard. 

The cellar. 
Result of poor cooking. 

Poorly nourished. ' 

Seek food elsewhere. 
School Feeding. 
A working girl's, lunch. 
Or, a working man's breakfast. , 



Institute of Teachers 251 

Exercise: Recreation: 

Need of places to play. 

Need of places where girls, or boys may "rough house" it out. 

Correct position in walking and sitting. The task assigned is 
of far less importance than that of the position of the child 
and the air he is breathing. Therefore, the teacher must 
be on duty always to see about ventilation position of body 
or desks, or machines, light, etc. Improper exercise is 
worse than none. 

Exercise taken by "fits and starts" does not amount to much. 
Exercise should be regular if it is to re-create. 

Muscular activity. 

Brain activity. 

Rest: Sleep: , 

The growing girl needs rest and sleep. Why? 
Ill effects of parties. 

Picture shows. 

Visiting on streets. 

Bad company. 
During sleep is the only time the body can repair itself. "An 

hour before midnight is worth two, after." 

Clothing: 

Underclothing. 

For warmth. 

To absorb perspiration. 

For comfort. 

Kind for summer; for winter. 

Freedom; not restrictive. 

Under muslins should be plain and well made. (In fitting on 
dresses and other garments we see the need of better made 
and cleaner and plainer underclothing. We see also a great 
need of patching, repairing, and sewing on of buttons. We 
can do a great deal to correct these conditions. 

Outside Clothing: 

Material and style best for place in which dress is to be worn. 

Must be well made, and easily kept clean. What is good taste 
in dress? Illustrate. What is poor taste? Illustrate. 
The bad influence of over-dressing. False standards in 
dress. Example and responsibility of those who ought to 
know what good dressing means. 

The best kind of shoes. 
Thickness of sole. 
Heels not too high. 
Roomy toes. 

Effect on health, and temperament, of ill-fitting shoes, or 
shoes with very high heels. 



252 Outlines of Lessons 

Hats, gloves, rubbers and other accessories of dress. 

When is a person well-dressed? 

The purpose of ornamentation? 

Cheap jewelry, lace, etc. to be avoided. 

Our girls are only 14 and 15 years old. They have youth. 

They don't need much more in the way of ornament, except 

clean minds and bodies. 

Colds: 

The danger of "catching cold" after exercise. 

Girls must'be taught to protect themselves against taking cold. 

They must develop resistance to disease in as many ways as 
possible. 

Cooling off, or chilling some part of the body. 

Colds don't "just happen." They have a cause always.. 

They may be caused by microbes, and such colds may be passed 
from one person to another. 

"Grippy" Colds. 

Colds in themselves, may not be considered dangerous, but 
they may prepare the way for disease besides causing a great 
deal of suffering, and loss of time and energy. 

A cold does not "run into" this or that disease. For example 
tuberculosis does not come from a cold, unless the germ of 
tuberculosis is already there. However colds may weaken 
the body and make it susceptible to disease. 

The right amount of clothing suited to the season. 

Health is the most important thing in the world. Save it. 

Contagious Diseases: 

What is a germ disease? 

Name as many as you can. 

(This lesson ought to follow, not precede, the lessons on 

"Minute Forms of Life," in the study of Plants and animals.) 
How we may get the serm. 
Dust and dirt. 
Best method of dusting, sweeping, keeping down dust in the 

streets and everywhere. 
A particular germ causes a particular disease. Explain. 

It is well to take one contagious disease and study it quite care- 
fully, rather than study all in a general way. Owing to the fact 
that we had quite a number of cases of Small-pox in Kenosha, and 
since everyone was requested to be vaccinated, etc., we chose Small- 
pox as our type disease, this year. Next year, it may be whooping 
cough, scarlet fever, of something else. 

Following is the outline for our lessons on Smallpox: 
The Smallpox season. 
The Exposure. 

What does it mean to be exposed to a disease? 



Institute op Teachers 253 

The Incubation period. 
Ten to Seventeen days. 
What does incubate mean? 

For how long are people quarantined? What is a Quaran- 
tine? How a quarantiiie protects. 

The Vaccination. We all know what it is, but why is it? 
How does it prevent Smallpox? Why may a person be vac- 
cinated even after exposure, and be protected from Small- 
pox? What is vaccine? Where do the doctors get it? Ex- 
plain what "bovine virus" is. The incubation-period of vac- 
cination. 

Illustration: Hen's eggs may be set several days after turkey's 

eggs and still hatch out first. 

The First Symptoms of the disease are chills, fever, headache, 
or backache. A few doses of quinine or some such medicine 
gives relief and the patient may think he has only had a bad 
cold or a slight attack of the grippe. After a few days, an 
eruption is noticed. 

This eruption is like shot under the skin. These are likely to 
appear on the forehead, in the hair or on the soles of the 
feet, etc. There may be also some itching, so that the 
patient scratches. 

The Blisters or Vesicles. Explain. These little eruptions gain 
in s.ize and seem to be filled with serum. (This is one dis- 
tinguishing feature of the disease) : i. e. the vesicles being 
filled with serum. In chicken-pox the vesicles are filled 
with water.) The vesicles are now a dark red color and 
seem to be tied down in the middle. The vesicle part grows 
larger each day. By the sixth day of the eruption, the 
vesicles are filled with matter instead of serum. 

The Scabs. The&e vesicles gradually dry off, each making a 
thick scab. There is a great inclination to scratch, but the 
vesicles must not be torn off nor broken. 

The Treatment. Good care in a clean airy room is about all 
there is to do for a patient with Smallpox. The case is in 
the hands of the family physician. 



254 ■ Outlines of Lessons 



PREVENTION OF ACCIDENTS. 

1. Not long ago, I heard a speaker from the platform declare that 

75% or more of accidents were due to the lack of Thought. 

2. The Aetna Fire Insurance Co. in its publication called "Safe- 

guards," states that Industrial Accidents are due to the fol- 
lowing causes: 

Ignorance 

Carelessness 

Unsuitable clothing : 

Insufficient Room 

Insufficient Lighting 

Uncleanly Conditions 

Lack of Good Air 

Defect of Machinery- 
Absence of Safeguards 

3. The yearly loss of life and property through Fire, makes it im- 

perative that we must include instruction on &uch subjects 
as Prevention of Fire, What to do in case of Fire, Care of 
the injured, etc. 

4. Injury, anywhere, should be reported at once. 

5. "First Aid" boxes. Emergency Rooms. 

Thought: 

Thought is the highest function of the mind. 

The greatest thing we can ever do is to think. 

We can save 'ourselves from danger and death, in many cases, 

if we only think. 
More than three-fourths of the accidents that are happening 
all the time, never would happen if people would only think. 
No amount of expensive safeguards can make up for lack of 

thought. 
Some things Thought will do for you: 

It will keep you from oiling machinery while it is in motion. 
It will keep you from crossing the street in front of a nioving 

train or automobile. 
It will keep you from leaving or entering a car while it is 

in motion. 
It will keep you from pulling a chair froni under a person, 

about to sit down. 
It will prevent all kinds of mischievous tricks, scuffling, 
pushing, playing, etc. in work rooms, and where there are 
dangerous belts and pulleys. 
It will keep you from off the streets and In a place of 
safety, etc. 



Institute of Teachers 255 

Ignorance: . 

Ignorance can never be entirely overcome, but the employer 
can do much for his workmen to prevent their being the 
victims of ignorance. He may allow only those to run ma- 
chinery who are qualified to do so. He may discriminate 
among his workmen as to which can best do certain things 
with safety to themselves and to others. He may not allow 
a workman trained for one job, to be put on another job for 
which he is untrained. He may make rules and see that 
copies of them are made in as many languages as necessary, 
and that they are placed in the hands of the workmen. He 
may use caution signs, etc. 

Carelessness: 

A person working at the same job, day after day, soon comes 

to take chances on a number of accidents, which he would 

not take if he were not so used to his surroundings. No 

amount of danger signals avail anything unless the work- 
men pays attention to them. 
Examples of Carelessness: 

Working with hair arranged so as to be easily caught in 
machinery. 

Loose, baggy sleeves and clothing. 

Reaching across a gas flame. 

Leaving a gas flame uncovered. 

Placing of tubs or kettles of hot water where others, es- 
pecially children, may fall into them. 

Using kerosene to kindle fire. 

Cleaning clothes with gasoline. 

Throwing lighted matches on floor or in waste baskets, etc. 
Carelessness effects others. 
The foreman in the shop, the mother In the home, the teacher 

in the school, should insist upon carefulness. Carelessness 

always must be punished. 

Unsuitable Clothing: 

Working clothes should be plain, serviceable, fitted for the 
kind of work at which they are to be worn, and easily 
laundered. Half-worn party dresses are not suitable for 
either the shop or the school. Many factories are uniform- 
ing their employes. The increased output and the better 
grade of work from persons who are contented in mind and 
body, more than compensate for the extra cost. 

Loose, flowing sleeves and aprons, apron strings, dresses, 
light and thin; loosely arranged hair, ribbons and laces, are 
easily caught in machinery and should be avoided. Drafts 
may blow light clothing jjitp mfichinery. 



256 Outlines of Lessons 

Insufficient Lighting: 

Poor light in factories, and stairways are responsible for many 
accidents. Good artificial light, is necessary, should be 
installed in all places used for machines or stores. Al&o in 
all places frequented by the employes. Treating the walls 
to light paint, or whitewash, helps materially. Light s.hould 
not be sufficient, but it should be shaded or placed in such 
a way as not to hurt the eyes of those who use it. 

Insufficient Room: 

CroAvded conditions are responsible for many, many accidents. 
There must be plenty of room around dangerous machinery, 
broad passageways between rows of vats and tanks of hot 
liquid. Crowded conditions in a kitchen, especially a sch'ool 
kitchen, where many girls have to work around one stove, 
IS conducive to accidents, if nothing more serious than 
scalds and burns. 

Uncleanly Conditions: 

Cleanline&s is an essential in shop, or school, or home. If 
tools, clothing, cooking utensils, etc. are not clean and in 
their proper places much trouble and danger results, also 
dust and dirt effect the health of those who must live in 
such conditions. There is always danger of tripping over 
things on the floor, thereby falling into dangerous places, 
or down stairways.. Things should not be allowed to become 
disorderly and dirty. A drop of water or milk on the kitchen 
floor should be removed at once. In factories where floors 
must necessarily be wet or slippefy, sand or mats should 
be provided in order that the workman may have firm footing. 

Toilet rooms in factories, waiting rooms, stations, and other 
public places need looking after. In many cases, they are 
a menace to common decency, to say nothing of the effect 
on body or mind of those who must use them. 

Waste should not be allowed to accumulate anywhere. The- 
danger from accident, or disease, is no longer greater than 
the danger from fire. 

Lack of Good Air: 

Good air and plenty of it is necessary; both for health and for 
safety from accident. Lack of fresh air is responsible for 
most of the stupidity in school, as well as in the factory, and 
as a result, we have the loss of alertness, both of mind and 
body which is invaluable to anyone in any position. One 
never noes his best work when in a dull fatigued condition, 
no matter what the cause; and effort should be made to im- 
prove the method of ventilation so a,s to ensure the presence, 
pf a good supply of fresh air. 



Institute op Teachers 257 

Defects of Machinery: 

All defective or worn-out machinery should be replaced at 
once. Only the best of machines shovild be used and these 
should be frequently inspected. Why? All structures in 
way of platforms, gates, stairways, etc, must be carefully 
watched, and replaced with new when necessary. 

Absence of Safeguards: 

Perhaps the most important thing an employer can do to make 
his workmen as safe as possible, is to install adequate safe- 
guards for machines and for use wherever conditions, are 
dangerous. 
Examples: 

Guards for pulleys and belts. 

Guards on rolls, knives, saws, grindstones, emeries, etc. 

Guards or rails for open stairways, floor openings. 

Rails or other protection in daytime' and proper light (red) 

at night, at all excavations, piles of material, etc. 
Signs of "No Admittance" and "Danger" in prominent places 
in the putting up or replacing of buildings and other con- 
structions to protect the public as well as the workmen. 
Such premises should be fenced in or otherwise protected. 
Fire escapes, easy of access. 

Doors fitted with self-releasing Fire Exit Latches, etc. 
It must be impressed on workmen and others, that the mere 
installation of safeguards is not sufficient protection. Ma- 
chines must never be operated until the safety devices are in 
place. 
A safeguard used much In other countries, is to paint devices 
. and guards, and if possible, the movable parts of dangerous 
machinery, a bright red. This, at least, calls attention to 
the danger. 

First Aid: 

In the first place, accident sliould be "Reported in" at once. 

First aid boxes should be placed in convenient places within 
reach of all. They should be placed not only in shops, but 
also in schools, and homes. In the school and home these 
boxes may be very small affairs containing only the simplest 
of remedies and appliances such as camphor, salve, peroxide, 
absorbent cotton, safety pins, adhesive plaster, etc. In the 
shop more articles may be added to the contents of the boxes. 
An Emergency Room may be fitted up for immediate use in 
case of accident. The proper use of a well equipped emerg- 
ency room, not only saves time to the physician in getting 
the patient off to his home or to the hospital, but it saves 
ftme also to the patient as well as the concern, in a speedier 
recovery, It also affords relief to the injured person as 
soon as possible, not only in alleviating his pairj, but also 
in knowing he is being properly cared for, 

17— B. I. E. 



258 Outlines of Lessons 

Fire Prevention: 

Supplementary reading may be used to advantage in teaching 
of "Safety." It not only gives needed practice in reading, 
but it emphasizes some point in a well-told story. A book 
that w^e have used with great &uccess is "Firebrands" by 
Frank B. Martin and George M. Davis, published by Little, 
Brown & Co. It is written in the form of short stories, each 
one telling how the fire was started, how it might have been 
avoided, and how it was put out. For the benefit of those 
who are not familiar with the book, I will give the subject of 
the stories, and how the fire was set, etc. 

1. Brownie's Misfortune 

Rats building nest of matches left about the house. 

2. Careless Joe • 

Emptying hot ashes; into wooden box. 

3. May Day 

Hanging clothes over a stove to dry. 

4. Camping out 

Wood and grass set fire, from a bonfire started by boys. 

5. Thelma's Birthday 

Fourth of July Story. Fire set by fire balloon. 

6. The E. V. I. S. 

Barn burned. Embers of bonfire left to be fanned into 
flame by the wind. 

7. Forest Fires. 

8. Pinch and Teddy 

Fires set by pet animals. Lamp tipped over. 

9. The -Busy Bees 

Danger in using deep fat for frying. 

10. The County Fair 

Fire started by throwing lighted cigar into dry grass. 

11. Little Faults 

Mischievous tricks. Buildings set afire. 

12. Ten Young Rats 

Rats nibbling matches left on shelf. 

13. How not to Have Fires. 

14. The Kitchen Fire 

Kindling fire with kerosene. 

15. The Sunshine Band 

Curtain set fire from gas jet. 

16. Vacation at Grandpa's 

Playing with matches in hay barn. 

17. The Fire Drill 

A lighted match thrown on basement floor. 

18. Fighting the Fire 

19. Vernon's Bi-othei' 

Boys re&di*^t in. feed, by light of kerosene lamp pikeed on 
a chaifs 



Institute of Teachers 259 

20. The World's Great Fires 

21. New Year's Eve 

Fireplace unguarded by screen. 

22. Christmas Candles 

Fire set from Christmas Candles. 

23. What to do in Case of Fire. 

24. First Aid. 

Halls, stairways, and aisles are kept clear, Fire Drill practiced 
and Fire Pledge repeated. 



PERMIT. 

SUGGESTIVE LESSONS ON SAFETY FOR GIRLS. 
E. I. Cavanagh, Menasha, Wis. 

The aim of these lessons was to emphasize cleanliness, watchful- 
ness, and carefulness through a knowledge of germs, dangerous con- 
ditions with regard to fire and the causes of accidents. 

An attempt was made to have the girl see the peculiar bearing 
of the instruction upon her own life that there might result the 
proper functioning. In other words, we aimed to arouse purpose 
that would react helpfully on the individual and on the community. 
We sought to develop individual judgment. We desired to make 
each individual appreciate the value of organization and co-opera- 
tion. We worked to preserve personal initiative wherever and 
whenever shown and to arouse it when dormant. Children cannot 
be forced like machines. Efficiency is not our only watchv/ord. 
"Emphasize at one point the child's imagination, at another his 
technique. He will need both in the industrial life ahead of him." 

In the selection of subject matter, we have emphasized the danger 
of dust. It is a particular menace in the preparation of material 
for paper pulp. We know it is forbidden by tlie laws of the state 
to employ' children under sixteen in dusty employments, yet they 
are so employed. 

If industrial dust practically germ-free is a menace to health, 
how much more dangerous is the inhalation of dust from discarded 
clothing and all sorts of rags laden as they must be with germs. 
We can conceive of no more potent means of scattering broadcast 
tiie germs of disease than this use of material gathered at the back 
doors of all kinds of homes. From the econbniic standpoint, it 
would be cheaper for communities tb burn theif rags than build 
Siahitariums for consumptives. 

In discussing germ diseases, an atteinpt was made to develop tlie 
ideas of pergonal responsibility, and of true service to the coni- 
munity. 

We were not hysterical in emphasizing fire safety, but we aimed 
to instil a wholeisome fear of fires, aiad tb teach its preveHtabilit^; 



260 Outlines of Lessons 

The idea of the economic lo&s to the community was developed by 
calling to mind certain common-sense facts. This appeal to the 
economic instinct led to the idea of co-operation in preventing fires. 

A careful search for the actual condition^ and facts relating to 
accidents in the community was good discipline in the use of lan- 
guage and in a strict Insistence on fact. 

Analysis of the circumstances that made accidents possible was 
conductive to fore thought. Plans for definite recreations have 
been made, but not much has been done as yet. The future, how- 
ever, is full of promise. The workers in the trades in which there 
are loud noises and excessive dust, should be educated as to the 
dangers of their occupation and should be made to realize the neces- 
sity for occasional medical examination of the ear and upper 
respiratory tract. 

Painters using lead paints should be informed of the dangerous 
nature of their trade. 

All painters who use lead salts, dry or ground, in oil are exposed 
to the danger of lead-poisoning. Dry white lead should be kept 
in a closed reseptacle and in handling it, care should be taken not 
to raise dust. Workers should wear overalls aiid caps. Hot water, 
soap, towels, and nail brushes should be provided and they should 
be obliged to wash thoroughly before lunch and before quitting. No 
one should be allowed to eat or keep lunch in the work rooms. 

Prom Dr. F. L. Hoffman, Statistician of the American Museum 
of Safety. 

"Foremost among the health-injurious factors in industry is 
the menace of industrial dust." The following figures are 
from a study made by the U. S. Bureau of Labor 1908-1909. 
Proportionate mortality from tuberculosis of the lungs for oc- 
cupations with exposure to 

Age 

Metallic dust 25-34 

Mineral dust 25-34........ 

Vegetable fibre dust ..... . 25-34 . ....... 

Hosiery and Knitting dust 25^34 

The corresponding percentage for all occupations was 31.3^ 
for the registration area of the U. S. 

From D. D. Kimball, Chairman Ventilation and Heating American 
Museum of Safety. 

The phases of the problem of ventilation which are in dis- 
pute among experts are not, except in one or two minor points, 
those which are Involved in the ventilation- of industrial plants. 

A properly installed ventilating plant will provide a suffi- 
cient amount of dustless, moving air of the proper temperature 
and humidity. 



57. 


•2% 


47, 


•«% 


53. 


•9% 


68, 


■2% 



Institute of Teachers 26i 

Prom Dr. Otto Glogau, Chief Ear, Nose and Throat Clinic, N. W. 
and St. Marlt's Hospital Dispensaries, New York City. 

In examining forty-four workers in a cordage mill where 
there was excessive noise and the air was filled with minute 
particles of jute, hemp and other material, he found inflamma- 
tion of the nose in 3 cases; throat in 29 cases; catarrah and 
middle ear in 28 cases. 

In every case of the forty-four there was an affection of the 
acoustic nerve. The diseases of the nose, middle and inner ear 
were in most cases not known to those afflicted with them. 
The workers become gradually accustomed to the action of the 
dust and noise_. and become aware of the damage done thereby 
when H.uch symptoms arise as pain, pus, fever, severe head- 
aches, complete obstruction of the nose and almost total deaf- 
ness. At such a stage of the affliction, Dr. Glogau says it is 
usually too late to restore the organs to their normal functions. 
He suggests regular medical examination of the workers. He 
advises isolation of the worker from the floor by the use of 
heavy shoes with rubber soles, or thick rubber floor covering. 
Wearing a cap to dampen the sound, or closing the ear canal 
with cotton have been suggested as preventive measures. 

1. 

Safety from Germ Diseases. 

Use microscope and slides to show disease germs and body cells. 
1. Infectious diseases: 

Pimples, boils, carbuncles, erysipelas, tonsilitis, sore throat, 
Appendicitis, meningitis, pneumonia, infantile paralysis., etc. 

a. Cause. 

1. Germs 

b. Where germs are found. 

1. In the soil around the dwellings of men and animals 

2. On unclean skin 

3. In the mouth and throat 

c. How germs enter the body. 

1. Through cuts, wounds or abrasions ■ 

2. From insect bites. 

3. Inhaled "•' i i 

d. How germs are carried. 

1. Dust infections " ' ' 

2. Droplet infections 

e. How protected from. 

1. Clean skin 

2. Clean mouth ' ■ 

3. Hygienic living . " , - - 



262 Outlines of Lessons 

2. Contagious diseases: 

Diphtheria, tuberculosis, scarlet fever, small pox, typhoid fever, 
etc. 

a. Cause. 

1. Germs or protozoa 

b. Where germs are found. 

1. On the bodies or clothing of disea&ed persons 

2. In and about the homes of diseased persons 

3. Air 

4. Soil 

5. Water 

6. Milk 

7. Food prepared under uncleanly conditions 

8. Meat or milk from diseased animals 

c. How germs enter the body. 

1. Through the mouth or nose 

2. Inhaled 

3. Injested 

d. How germs are transmitted. 

1. By flies, mosquitoes and other insects 

2. In water and milk 

3. By washing food or the vessels in which it is kept, in 

impure water 

4. By handling certain foods with dirty hands 

II- 

Theory of Vaccination. 

.a What the germ does to the body cell. 

1. Toxin. ~ 

b. What the body cell does in defense. 

1. Anti-toxin. 

2. Germicidal substance. 

3. Phagocytes. 

c. What your physician does.. 

1. Vaccination to prevent some disease by stimulating the 

body cells to make anti-toxin. (small pox). 

2. Puts anti-toxin already made into the blood to aid the 

body cells in other diseases. (Diphtheria). 

d. How you may help to resist germs. 

1. By personal cleanliness. 

2. By breathing pure air. 

3. By plenty of sleep. 

4. By exercise. 

5. By eating properly good, nourishing food. 



iNSTi'fuTE OF Teachers 263 

m. 

Safety from Fire. 

1 Relation of temperature to combustion. 

a. What combustion is. 

b. How it may be prevented. 

2. Kindling temperature or flash point of. 

a. Solids. 

b. Oils. 

1. Kerosene. 

2. Gasoline. 

3. Explosions and asphyxiation. 

a. Steam. 

b. Vaporization of oils. 

c. Escape of illuminating or fuel gases. 

4. Spontaneous combustion. 

a. Non-saturated hydro-carbon oils on rags or lint. 

5. Flames. 

a. Luminous. : 

b. Non-luminous. 

c. Ether, alcohol. 

6. How and when to use simple fire-fighting apparatus. 

a. Pails of sand. 

b. Buckets of water. 

c. Chemical extinguishers. 

7. The relation of drafts and suction to fires. 

8. The theory of automatic fire alarm and the automatic sprinkler 

system. 

9. Learn the use of stand pipe and hose and fire pump. 

10. Discuss causes of fires. 

a. Explosives and explosions. 

b. Ash heaps. , ' ' 

c. Bon fires. 

d. Rubbish. 

e. Oily waste and lint. 

f. Mislaid matches. 

g. Poor electrical wiring. , 
h. Poor housekeeping. 

i. Use of candles or matches to light dark halls or basements. 

j. Defective chimneys. 

k. Stoves too near wood. 

1. Stovepipe or heating pipes too near wood. 

m. Sparks from chimneys. 

n. Wooden receptacles for ashes. 

o. Ashes dumped near buildings. 

11. Teach quickness of action in case of fire. 

12. Celebrate May 2nd — Fire Prevention Day with suitable program. 

13. Inspect own homes and report dangerous fire condition to 

parents. 



264 Outlines of Lessons 

; IV. 

Relation of Occupation to Safety. 

1. Weak eyes are injured by. 

a. dust. 

b. Excessive heat. 

c. Steam. 

d. Vapors. 

e. Fumes. 

f. Industrial use of various corrosive acids. 

2. Weak lungs are injured by. 

a. Indoor employment. 

3. Persons with bronchial or catarrhal troubles must. 

a. Avoid irritating dusts. 

b. Practice deep breathing. 

c. Take out-door exercise. 

d. Carefully regulate the daily life. 

V. 

i " ' tlelation of Best and Change to Safety. 

''Anything that tends to lower the vitality or make the worker 
less alert and watchful increases the chances of accidents." 

1. The fatigue limit depends upon: 

a. The nature of the work — whether beyond the worker's 

natural capacity. 

b. Constitution of the worker. 

c. Personal habits. 

d. Frame of mind of the worker. 

e. Conditions under which the work is performed. 

f. Hours at a sitting. 

2. Rest the muscles by change of work or by play. 

3. Rest the mind by giving it something else to think about. 



VI. 



Relation of Carefulness to Safety. 

Clr.ss search for causes of accidents. 

a. Newspaper clippings of accidents. 

b. Personal experiences. 

c. Personal observation. 



Institute of Teachers 265 

2. Report of causes. 

a. Cleaning a machine while in motion. 

b. Trying to adjust screws without stopping the belts. 

c. Protruding screws catching into clothing or hair. 

d. Experimenting with another party's, machine. 

e. Disregarding orders. 

f. A new hand at the work. 

g. Overspeeding the machine. 

h. Worker wearing unsuitable clothing. 

i. Disorder in the work shop — things out of place. 

j. Workers standing near or under hoists, cranes, conveyors, 
tackle or buckets. 

k. Workers letting tools fall from a height. 

1. Material poorly piled up or piled too high. 

m. Worn or greasy floors causing falls. 

n. Narrow passage ways between machines. 

o. Improperly placed or vinguarded belts or shafting. 

p. Bursting wheels or belts. 

q. Wheels without hoods. 

r. Carelessness in stepping over low-running belts, or reach- 
ing across rapidly moving parts of machinery. 

s. Carelessness in entering elevators. 

t. Lack of railing on stairways. 

u. Dirty, cobwebby windows. 
-V. Attention taken from work "by visitors in the s.hop. 

w. Running about the shop, scuffling, Avrestling, or playing 
practical jokes during working hours. 

X. Tardiness, delay, and poor judgment are causes of ac- 
cidents. 

Permit class suggestions as to safety: 

a. Reading. 

b. Experience. 

c. Discussions. 

1. Wear suitable clothing at all times and in all places. 

2. Learn to read, write and speak English. 

3. Put all rubbish into covered metal cans until it can be de- 

stroyed. 

4. Put matches out of reach of young children. 

5. Look out for burnt matches and cigar stubs. 

6. Young children should not play with splints or flags if there is 

an open fire in the room. 

7. Be careful about the placing of pails or tubs of hot water in 

houses where there are small children. 

8. Do not leave young children alone in the liouse. 

9. Have your cisterns and we'ls carefully covered. 

10. Have no rusty nails sticking up from your floors or side-walks. 



266 Outlines of Lessons 

11. Children should not play wjth knives, forks, razors, scissors., 

needles, pins, or checkers. 

12. Be careful in descending stairs. 

13. Do not cross R. R. bridges on foot. 

14. If there are firearms in the house have a special place for them. 

15. Remove all pins and needles from clothing before laundering. 

16. Do not catch onto moving wagons. 

17. Do not enter or leave street cars while in motion. 

18. Do not allow little children to come near the clothes wringer 

while in use. 

19. Rake and burn all rubbish about the home in the spring. 

20. Be careful not to set fire to nearby buildings or fences while 

burning the rubbish. 

21. Never use gasoline in a closed room or where there is an open 

flame. 

22. Have a match ready to light the gas when you turn it on. 

23. Look out for live wires after a severe wind storm. 

24. Do not allow broken scraps of glass or metal to lie about. 

25. Try to have clean playgrounds for small children. 

26. Cut all weeds. 

27. Begin to "swat" the fly. 

28. When crossing streets or Railways, look and listen. 

VII. 

Elevator Safety. 

1. Operating Elevator. 

a. Speen of car. 

b. Starting and stopping, 

c. Applying brakes. 

d. Where to stop. 

e. Number allowed in car. 

f. Closing and unlocking car. 

2. Using elevator. 

a. Care in entering and leaving. 

b. No looking over gate into the elevator pit. 



vin. 

Co-operation and Safety. 

a. Relation of the employee to safety. 

1. By suitable clothing properly worn. 

2. By having had sufficient sleep. 

3. By having partaken of nourishing food. 

4. By a good posture while at work. 



Institute of Teachers 267 

5. By having had some out-door exercise of a recreational 

nature. 

6. By a knowledge of sanitary laws and an exercise of 

hygienic laws. 

7. By personal cleanliness. 

8. By making known to your employer unhygienic condi- 

tions in the shop or its immediate environment. 

9. By using great care in handling benzene, gasoline or 

acids. 

10. By leaving no lunch papers, scraps of food, or any in- 

flammable material scattered about in the building. 

11. By waging a war against rats and mice. 

12. By knowing the location of the fire exits. 

13. By knowing how to put out small fires with the materials 

nearest at hand. 

14. By organizing Safety Committees to report to your fore- 

man any conditions in the work shop that menace 
safety: 

a. Workers with infectious diseases. 

b. Careless workers. 

c. Mislaid matches. 

d. Unguarded tools. 

e. Unbecoming or discorteous language on the part 

of anyone. 

15. By attending to business at all times. 

a. In the foreman's absence. 

b. "When there are visitors. 

16. By wearing glasses if you need them. 

17. By wearing respirators in dusty work. 

18. By avoiding unnecessary talking. 

19. By looking out for weights of any kind that are being 

raised, carried or lowered. 
2 0. By giving prompt treatment to all injuries. 
21. By reading the posted rules and regulations for safety 

and following them. 

a. In the use of machines. 

b. In the use of materials. 

c. Etc. 

b. Relation of the employer to safety: 

1. A reasonable amount of air space for each worker. 

2. A workshop well-heated, lighted, and ventilated. 

3. The installation and use of exhausts or other devices for 

removing at the point of origin all the dust arising 
from the processes of manufacture, or in the prepara- 
tion of raw materials for manufacture. 

4. Clean walls, floors, and windows. 

5. All gearing, belting, and shafting protected. 



268 Outlines of Lessons 

6. Traps, doors, stairways and wells protected. 

7. No doors that open into the workshop. 

8. No doors locked, bolted, or fastened during working hours. 

9. Proper working conveniences. 

10. Metal cans with covers for waste. 

11. Seats for women employes. 

12. Clean toilet and wash rooms. 

13. Clean lunch rooms. 

14. Trust-worthy foremen. 

15. Fire drills permitted. 

16. Fire escapes provided. 

IX. 

General Suggestions for Health and Safety. 

1. Walk to and from your work. 

2. Clean up and rest before going to the table. 

3. After work hours have some out-door recreation. 

a. Walking. 

b. Boating. 

c. Croquet. 

d. Skating. 

e. Tennis. 

f. Basket ball. 

g. Base bal]. 
h. Gardening. 

Games, teach us to exercise self-control, fairness, patience, 
courtesy, and consideration for the rights and feelings of 
others. 

4. Do not touch your mouth or eyes with your hands. 

5. Use a handkerchief when coughing or sneezing. 

6. Listen to good music whenever you have an opportunity. 

7. Perspiring, over-heated bodies call for heavy outer wraps on 

going into the outer air. 

8. Wear loose clothing for ventilation and muscular freedom. 

9. Learn and practice simple exercises for 

a. Deep breathing. 

b. Strengthening the abdominal muscles. 

c. Expanding the chest. 

d. For exercising little-used muscles. 

e. For erect carriage. 

f. For correct position in standing, sitting, and walking. 

g. For body equilibrium. 



Institute of Teachers - 269 

X. 

Treatment of Injuries. 

1. Sprains. 

2. Cuts and wounds. 

3. Burns. 

XL 

Moral Safety. 

Monotonous factory work calls for some kind of recreation. 

Jane Addams. 

1. Moving picture shows. 

a. 1. Silly plots. 

2. Rough action. 

3. Stories of crime and violence. 

4. Vulgar songs. 

b. Rooms unventilated. 

c. Dangers from fire. 

d. Bad effect of moving films on the eyes. 

2. Sensational fiction. 

3. Fashion extremes. 

4. Comic section of the Sunday newspaper. 

5. On errands unattended at night. 

6. Pleasure-seeking in general without some supervision 

7. Workshop conversations. 

8. Plan for recreation of the right kind. 



These outlines are made a part of the work in English. The 
girls are supplied with books, note-books, pen, ink, pencil or other 
necessary material. The girls gather in a group around the teacher, 
and read or talk, and the work is made just as' informal as possible. 
This class has usually been held in the kitchen, and as a relief from 
the board seats of the cabinets, the girls are furnished with chairs 
with comfortable backs' and are made to feel that they are going to 
rest as well as study. 

The work is chosen to suit the class. While the girls are all 
nearly the same age in years, there is a great difference in other re- 
spects. Little girls that have been protected in the home and who 
have been under the direct oversight of the careful mother, are 
quite different from those, who have always done as they pleased 
and run the streets at will. For this reason perhaps no lesson can 
be given in its entirety. No two classes have the same lesson, al- 
though the subject matter may be the same. The class work may 
be carried on, something on this order: In lesson 1 for example. 



S70 OuTLmES OP Lessons 

the one fact for the girls to get is, that, the pollen must fall upon 
the pistil. One may spend considerable time on explaining how the 
pollen travels; story of the birds and bees, the wind, gravity, etc. 
Be sure the girls understand what you mean when you say pollen, 
pistil, etc. If possible have some real flowers' on hand. The lesson 
may be further enriched by beautiful pictures of apple blossoms, 
roses, poppies, etc., by a magnifying glass showing up the wonder- 
ful beauty that we never dreamt was there; how the Great Creator 
made these lovely flowers so that many other flowers would grow 
from them year After year, as beautiful or still more beautiful, than 
the first ones. So it is all arranged that the little grains of pollen, 
which grow in the flower fall upon the pistil which grows in the 
same flower. Strange things take place inside the pistil. The lit- 
tle grains of pollen unite with little things down in the pistil. We 
may call these little things eggs. Now, as soon as a grain of pollen 
and one of the little particles which we call eggs, have grown to- 
gether, it is a new little plant. What a wonderful story. 

A pollen grain could never grow into a plant. An egg could 
never grow into a plant, but both growing together can make a littTe 
plant. Half of the new plant is the pollen grain and the other half 
is the egg, so some people call the pollen grain a half-life and the 
egg a half-life and if these two little half-lives get together, they 
grow into a whole life. And this is the way all flowers are made 
and wrapped up in a little seed and kept safe from cold, and heat of 
the sun, and from water. These little seeds may look dead on the 
outside, but they are alive on the inside and as soon as they are 
planted in the ground and the weather is warm the little plant iu 
the seed begins to grow and it grows and grows until it makes a 
big plant, or may be a tree, etc., etc. 

But never forget to emphasize the one essential point in the 
lesson. 

These stories as told in "Lorelle's Plant and Animal Children and 
how they grow," are exceedingly interesting, and correlate splen- 
didly with the girl's work in cooking and sewing. The lessons 
must be made as informal as possible. The girls must feel perr- 
fectly natural and at ease, all the time. Nor is it necessary always 
to follow a set program, nor follow any particular outline. These 
helps are merely suggestive. The point is not to kill time, nor to 
teach 24 lessons, nor to fulfill the law; but to teach the girls the 
meaning of life. That lesson is valuable to the girl which gives 
her higher ideals, or a greater respect for herself, or for her mother, 
or that teaches her the sacredness of human life, no matter at what 
stage of development; whether that lesson be called arithmetic, or 
safety, or what not. 

The discussion of this topic at the Milwaukee Meeting took the 
form of friendly talks and questions, telling of experiences, etc., 
rather than the reading of a paper. 

These talks were valuable in that they showed what success had 



Institute of Teachers 271 

been attained under many conditions, and with many different types 
of girls. We found that we could not adopt any other teacher's 
plan, but that we must work out our own problems to fit our condi- 
tions. , . 
Some of the topics discussed were: 

1. That the proper place for such instruction as most of that fur- 
nished in these outlines^ is in the home. 

This is true. But it is also true that this instruction is not given 
in most homes and the girls must get their information from other 
sources. This work may not belong to the school, either by having 
a place in the course of study, or on the daily program, but, if faith- 
ful teachers can instill in girls' minds, higher ideals of womanhood, 
and of motherhood, and of life, they will be doing good work. As I 
see it, the most important thing in a course of study, is the girl 
herself, and it is the teacher's business to make that girl the very 
best possible, the cleanest, purest; and I believe to do this, we must 
strike at the vital questions without flinching. The first requisite 
in any girl, in any occupation, is to be a true woman, then, she 
may be a dressmaker, a stenographer or a housekeeper. 

2. That we can always tell when a girl is doing wrong, and we 
might talk to her privately, rather than give instruction to the 
whole class. The consensus of opinion was, that while it was right 
and very praiseworthy to do all we could with girls in talking to 
them privately and trying to set them right, still we could not always 
know when girls were doing wrong. It is very easy to be deceived 
in this matter. 

3. That girls know too much already. They could tell us a lot 
of things. 

Yes, undoubtedly. They likely have picked up this information 
from the street, and from vulgar companions, and vile books, and 
papers, and from public toilets, cheap places of amusements and 
public dance halls, etc., etc. They certainly have all such informa- 
tion they need. The fact that -this is true makes it all the more 
necessary that something ought to be done, and at once. I be- 
lieve that the best way to get out the bad is to crowd in the good 
and to keep everlastingly at it. 

4. Why girls go wrong. 

We didn't know any one reason. Any or all of the following 
might be responsible. 
Ignorance (Very few). 
Lack of proper instruction. . 

Lack of control in the home. 
Adolescence. 
Heredity (Blood tells). 
The girls' companions. 

Lack of confidence between the girl and her mother. 
Lack of proper recreation. 



272 Outlines of Lessons 

Bad conduct encouraged at cheap amusement halls, theatres, 
parks, etc., etc. 

Among working girls, low wages. 

iSTo strength of character. 

After a few more minutes spent in talking over books', material 
and other helps, this number on the program was closed. 

There is but one thing more that I wish to say in all fairness to 
our girls and our school. It is this: 

Although it is a somewhat diiflcult task to get accurate figures on: 
How many girls in a certain community go wrong each year, stilV 
I found out this: Of the many cases that came to the notice of the 
Judge of the Municipal Court of our City, not one of these girls 
had ever gone to the Continuation School. 

No girl that ever went to the Continuation School could possibly 
be more than 18 years old, since our school has been working but 
two years. 

The Judge informs me that most of these girls who come to his' 
notice were under 18. 

This report is respectfully submitted by, 

Lauka E. Hailn, 

Kenosha, Wis. 



Institute of Teachers 273 



16. Evening. 



DRESSMAKING FOR EVENING CLASSES. 



First twentv-foiir lessons. 



ELIZABETH HOOD. 



Committee. 



Elizabeth Hood, Chairman, Racine, 

Edith H. Connor, Sheboygan, 

R. B. Dudgeon, Madison. 



Madison, Wisconsin, Sept. 1, 1914. 



Lessons 1 and 2. 

Teach the Taking of Proper Measurements. 

Waist Measures: Bust, waist, lengtli of front from back of neck 
to center of waist line in front, length of back from collar-bone 
to waist line under-arm, sleeve -length, and around the arm. 
Explanation and directions for using the Snow System. The 

use of scales, scroll, etc. 
Practice drafts. 

-_ Lessons 3 and 4. ! 

Draft from Correct Measures. 

Shirt waist-pattern: front, back, open back, open front, etc. 

From waist draft, develop pattern for a corset cover. Draft 
-- peplum. '■ 

18— B. I. E. > • 



274 Outlines of Lessons 

liessons 5 and 6. 

Cutting of Corset Cover and Peplum. 

Length and width of material. 

Best material for underwear. 

Baste and fit, then stitch into place. 

French underarm seams, felled shoulder seams. 

Hemming of fronts, top, arm-eyes and peplum. Gathering 

across bottom to fit waist measure. 
Sewing on of peplum and finish with bias tape. Sewing 
on of lace using the over-hand stitch. Sewing on of 
buttons, and making of button-holes. 

/ 
Liessons 7 and 8. 

Drafting Pattern for Night-Dress. Cutting and Making of Same. 

New problems: Setting in yoke, placing on of embroidery insertion. 
Setting in of sleeves, finish sleeves with cuff or band of in- 
sertion. 

liCssons 9 and 10. 

Drafting of Skirt and Flounce Patterns. 

Cutting and fitting of skirt. Sewing of seams, making of placket. 
Sewing on of band, and marking skirt even around the bottom. 
Making of hem. Fitting of flounce on skirt. Hem lower edge 
of flounce. Sewing on of insertion and lace if so desired. 

The underwear lessons are a necessary preparation for the dress- 
making. 

Lessons 11 and 12. 

Drafting and fltting of shirt waist, including different drafts of 
sleeves, cuffs, collar bands, collars, etc. Pinning of patterns 
together and fltting. Make necessary alterations. 

Lessons 13 and 14. 

Making of Shirt Waist. 

1. Selection of materials, discussion of grades, wearing qualities, 

prices, and appearance. 

2. Shrinkage of material. Show why it is necessary. 

3. Cutting of waist. Teach economy in cutting. Best methed for 

placing patterns so as to cut to the best advantage. 

4. Placing of tucks, stitching; method of making boxplaits; Finish- 

ing of seams. 



Institute of Teachers 275 

5. Finishing of neck band. 

Making of sleeves and sleeve placket. 

6. Buttons and Button-holes. 

Lessons 15 and 16. 

Making of a Thin Dress. 

Explanation and use of commercial patterns. Different kinds and 
the consideration of the best points of each. Fitting of pat- 
terns and alter if necessary. 

Points to be considered in selecting dress material: Color, cost, 
quality, quantity, and suitability. 

Lessons 17 and 18. 

Length and width of material. Best methods of cutting. Matching 

of plaids, checks and stripes. 
Pin skirt pattern on goods and cut. Baste seams of skirt together, 

placing of tucks and plaits. Fitting of skirt, then stitch. 

Seams may be plain and overcasted, or French or Fell or bound, 

depending upon the kind of material used. 

Lessons 19 and 20. 

Making of placket, two-piece or continuous. Adjusting top of skirt 
to fit waist measure, gathering or placing of plaits, placing on 
of band. 

Lessons 21 and 22. 

Pin waist pattern on material and cut. If piecing is necessary, 
show best places for it, and the best method. Making of plaits, 
tucks, hems, etc. Try on waist and have it fitted. Make any 
necessary alteration, then stitch, using the seam best suited 

to the material. 

I 

Lessons 23 and 24. 

Making of sleeves stitch seams and place in waist. Finishing of 
sleeves, front and neck; sewing on of trimming; joining of 
skirt and waist; stitching of belt. Making of hem of skirt, 
getting the right length, baste, the liem or stitch. Placing 
on of hooks and eyes, or making button-holes, and sewing on 
of buttons. Final pressing of dress. 



276 Outlines of Lessons 

evening classes in dressmaking. 

Elizabeth Hood, Racine. 

This outline is more of a course combining the Elementary sewing 
and dressmaking, as we have never had the conditions in Racine for the 
dressmaking work alone. The girls who come to us in the Evening 
Classes have had little or no preparation for sewing, and on account of 
their age, do not want to do much preparatory work. They usually 
want to make some large or difficult article at the beginning. As that 
is impossible, some preliminary work is necessary, and they are allowed 
to advance as rapidly as they are able. 

We begin with the underware, a few simple pieces, involving the prob- 
lems which the girls must have for the making of a dress. The cutting, 
laying on of patterns, fitting, measuring, altering, etc. The different 
seams, setting in of sleeves, finishing, and trimming, should be worked 
out before the girls attempt to make a dress. Some girls do not re- 
quire much teaching before they are able to go ahead very rapidly. 

The drafting lessons are simply for the help they give in measuring, 
accuracy, outline and forms. The girls are able to distinguish between 
good and bad lines on the figure. They can get patterns to fit the indi- 
vidual figure and have them ready for use. After a few drafting les- 
sons, the girls use the commercial patterns and instruction is given 
them as to the best uses, selection of patterns, sizes, alteration, etc. 

One, two, and sometimes three pieces of underwear were made before 
the dress was attempted, depending upon the ability of the student. 
The girls were allowed choices, and could make any piece desired, pro- 
vided the same principles were involved. The project was immaterial, 
and they were allowed to make what would be of use to them. 

In the making of a waist, the style was first selected, then the ma- 
terial and the amount necessary. The prices anH width were discussed, 
economy in cutting, trimming, etc. The new problems involved were 
taught to the girls, just as they were needed. Usually the prevailing 
style was selected and adapted to suit the individual taste of the 
wearer. 

Correct measuring, cutting, fitting, and altering were important 
points in making the waist. After finishing the waist, the thin dresses 
were begun. Selection of material, quality, durability, suitability, 
adaptability, etc., were discussed individually. Sometimes the girls 
brought material that they had at home or selected themselves without 
the aid of the teacher. It was very interesting to compare the ma- 
terials the different girls would select. So much individuality was 
shown. The girls learn better by experience than by receiving too much 
help. 

The length and width of material, warp and woof threads, cutting and 
fitting, etc., some of which was a review for them, were the important 



Institute of Teachers 277 

problems on the dress. The finishing of the dress, inside and outside, 
trimming, hanging of skirt and pressing completed the thin dress 
problem. 

Toward the close of the dressmaking class, the girls who had finished 
their work, made a hat to wear with their dresses. They were inter- 
ested because they really wanted a hat to wear as soon as it was fin- 
ished. They bought frames, covered them and trimmed them to suit 
themselves. They counted up the cost and found the hats they had 
made were much cheaper than they could have bought them. When 
time was valuable, it would be better to buy than to make. Judgment 
would have to be used. 

The Evening School is not yet ready to teach a definite trade. Its 
aim is to supplement the work for those who have made a beginning, or 
to help those who may desire to start. 

The work of the Evening Classes must depend upon the city and its 
problems. In Racine, the classes in sewing have not been large, which 
is due to the factory conditions. The girls who work in the factory 
all day, or at some other kind of work are not physically able to accom- 
plish much sewing, especially if they are beginners. The differences in 
ability, age, education, etc., makes it difficult to follow a definite course 
of lessons. The girls are not able to apply themsslves for any length 
of time, so the work goes very slowly and some get discouraged very 
easily. The desire is there but the perseverance is lacking. The girls 
are allowed to select what they want to make, and then work toward it. 
If they find they are not ready to make a desired article, they are more 
satisfied to find it out themselves than to have you tell them. The 
girls will work well, as long as they are interested, and the problem of 
the teacher is to keep the interest up. The work must be individual and 
the teacher can do much along -the lines of general culture, as she helps 
each one. 

The girls who come to us need help in the broadening sense. Their 
day work is hard and usually narrowing and they have not much time 
for self improvement. They need a training which can only be given 
individually, and which may be given only by taking a great personal 
Interest in the girl. They are eager to learn and hear about new 
things, to talk about the current topics, and are willing to express an 
opinion and ask yours upon many subjects. They do not come to 
school merely to learn to sew or to make a few garments, but also for 
a change and a recreation. 

The selection of projects made, must depend upon what the girls 
really want or need. They should be taught to make something for 
which they have direct use. There should be motivation behind the " 
work in order to secure the proper interest. If Evening School work 
is to be education, it must allow for choices. If we teach a girl to make 
the right choices every time she has to choose, we are doing educative 
work. If we can give the girls a broader outlook upon life and make 
them able to make their liveg and others more pleasant and helpful 



278 ' Outlines op Lessons 

They should feel that the work in which they are engaged, must be 
done by someone and must be done well, and feel that they are a part 
of a great whole, and are doing work "which really counts. The girls 
should be able to enjoy their work and their leisure, and to live hap- 
pier, healthier, and more efficient lives. If we can teach them that, it is 
certainly worth while. 

During the class work, some time should be taken for talks concerning 
the economics of clothing; the, selection of clothing, color, durability, 
suitability, adaptability, etc., and proportion of their income to spend 
upon clothing, and the selection of clothing best suited to the wearer. 
The main idea is to make the girls independent, to help themselves and 
ot hers and to take the proper care of their clothing, as mending, press- 
ing, remodeling, removal of spots, etc. The relation of clothing to 
health, as to the selection of shoes, corsets, hats, and underwear must 
all be discussed. 

Girls who have some leisure should be able to make garments for 
themselves. Clothes may be better made and more cheaply secured if 
they can make them instead of paying for their being made. Also 
girls are better able to select read-to-wear garments more wisely if 
they know something of sewing and of textile. They also have a 
greater respect for the labor of others. 

The personality of the teacher is much, she must give of herself and 
do much teaching incidentally, when and where it is most needed, and 
may be given best. 



Institute of Teachers 279 



17. Apprentice. 



SHOP DRAWING FOR BOYS. 



First twenty-four lessons. 



NEWTON VAN DALSEM. 



Committee. 



Newton Van Dalseni, Chaii-man, Neenah, 

R. W. Hargrave, Menasha, 

Samuel D. Henderschott, Fond du Lac. 



Madison, Wisconsin, Sept. 1, 1914. 



SHOP DRAWING FOR APPRENTICES. 

The object of a course in Shop Drawing is not to make the student 
a fini&hed draftsman, but to enable him (1) to make propor use of 
the drawings from which he is supposed to work, and (2) to make 
sucli drawings himself when occasions demand it, with whatever 
facilities are within his reach. 

The mechanic who does this may be a carpenter, a cabinet maker, 
a pattern maker, a machinist, or some other kind of workman. 
The drawing in question may be an elaborate specimen of drafts- 
manship produced with elaborate and complete drafting facilities, 
or it may consist of a few lines and figures drawn free hand on 9. 
scrap of board with a carpenter's pencil. Obviously the most usual 
form of shop drawing will be somewhere between these two ex- 
tremes., and it is proposed therefore to begin this course with 
nothing in the hands of the student but paper and pencil, and to 
add to this equipment as the work advances. When a rule is first 
needed it will be proper for the student to use whatever kind h? 



'280 Outlines of Lessons 

is accustomed to using in his daily work, and when a compass is 
first needed a good school compass will be sufficient. The T square, 
triangles, and instruments may be- used, but not until the latter 
part of the course. 

In preparing the following outline considerable use has been 
made of Wooley & Meredith's "Shop Sketching." The outline how- 
ever is much niore elementary, and its sequence and content are 
quite different from that of the book. In view of the common tend- 
ency of teachers to plunge unprepared into work which is too ad- 
vanced, an attempt has been made to make the outline as elemen- 
tary as. possible, and it is suggested that where it is found too 
elementary the book be used in its place or in conjunction with it. 

Lesson 1. 

Short explanation of purpose of course. 

Free hand pictorial (perspective or isometric) sketch of rec- 
tangular block. No dimensions. Drawn from copyj 

Lesson 2. 

Short explanation of relative positions of views in working drawings. 
Free hand working drawing of block. Three dimensions 
given. Drawn from copy. 

Lesson 3. 

Pictorial sketch of box or other rectangular object with or without 
dimensions. Drawn from object or copy. 

Lesson 4. 

Free hand working drawing of same, with dimensions and hidden 
lines. Drawn from object or pictorial sketch. 

Lesson 5. 

P"'ree hand working drawing of small object containing circular 
curve and center lines. Drawn from object, using rule for 
measuring only. 

Lesson 6. • 

Free hand working drawing of small object containing irregular, 
composite, or tangential curves. 
Review four kinds of lines and all forms of dimensions. 

Lesson 7. 
Lettering. 



Institute of Teachers 281 



Lesson 8, 

Introduce co-ordinate paper in making working drawing to scale 
of object containing all lines previously learned. 

Lesson 9. 

Introduce breaks and sections in making working drawing similar 
to above but more complicated. 

Lesson 10. 

Conventional threads. Explain conventions. ■ ; 

Lesson 11. 

Bolts and nuts. 

Lesson 12. 

Assembly drawing in section. 

Explain detail and assembly drawings. 

Lessons 13, 14, 15, and 16. 

Introduce T square, triangles, and instruments. 
Line exercises and lettering. - Ink. 

Lesson 17. 

Duplicate lesson 4 mechanically and ink. 
Explain pro jection. 

Lesson 18. 

Duplicate lesson 5 mechanically and ink. 

Lesson 19. 

Duplicate lesson 6 mechanically and ink. 

Lesson 20. 

Introduce scales and duplicate lesson 8 in pencil only. 

Lesson 21. 

Make tracing of lesson 2 0. 



^8^ Outlines op Lessons 

Lesson 22, 

Make blue print from lesson 21. 

Review past work and explain drafting room procedure. 

L 

Lesson 23. 

Mechanical pictorial drawings. 

Lesson 24. 
Free hand pictorial drawings. 



R. W. H.ARGEAVE, Menasha. 

In the consideration of this topic there was considerable differ- 
ence of opinion as to just what was wanted. There being such a 
difference of conditions in the different industries. 

The apprentices are over sixteen years of age and my experi- 
ence is that in most cases they are picked young men. The em- 
ployers take a great deal of care in selecting bright capable young 
fellows' before accepting them definitely upon an apprenticeship 
contract. Many employers refusing to accept as apprentices persons 
not able to show themselves well prepared educationally up to a 
certain point. Such being the case the course as submitted appears 
to be rather too simple and slow of progress to hold the interest 
of the average apprentice as I have found him. 

I have spent a considerable time in teaching apprentices and in 
this work used the original notes from which "Wooley and Meri- 
deths Shop Sketching" was prepared. This book represents m^^ 
ideas of what a first course in drawing for apprentices should be 
much more closely than the outline submitted. 



Institute op Teachers 28^ 



18. Pemit. 



MECHANICAL DRAWING "FOR BOYS. 



First twenty-four lessons. 



L. W. GEORGE. 



Committee. 



L. W. George, Chairman, Milwaukee, 

li. C. Dewey, Manitowoc, 

D. E. Scull, Kenosha. 



Madison, Wisconsin, Sept. 1, 1914. 



INTRODUCTION. 

The main purpose in teaching mechanical drawing to permit 
pupils is to develop ability in reading working drawings or blue 
prints. 

The twenty-four lessons are merely suggestive, and it is hardly 
probable that even the average pupil will be able to actually draw 
twenty-four plates. It is possible, however, for all pupils to cover 
the suggested course by devoting several lessons to studying work- 
ing drawings and not doing the actual drawing. 

At least one-half of the lessons are of such a nature that they 
may be included as a part of a shop course of study. 

It is generally conceded that a course of study should conform to 
the industrial activities of a community. 

Teachers should have at least six objects as models so they may 
show the relation between the working drawing and the object 
itself. 



284 Outlines of Lessons 

The importance of the class demonstration on the part of the 
teacher should never be under-estimated. Children are imitators 
and actual work before pupils will give very definite ideas in the 
professional way of handling tools, drawing, etc. 

Lesson 1. 

Care and use of drawing tools or instruments. Drawing board, 
tee-square, 30° — 60° and 45° angles, compass, pencil, thumb tacks. 
Exercises in drawing hortizontal, vertical and oblique lines. The 
names and uses of the five different construction lines used in me- 
chanical drawing: P.ull line, dimension line, extension line, hidden 
line and center line. It is suggested that as the construction lines 
vary with different schools that the University of Wisconsin practice 
be adopted. 

Lettering. Use upper case block letters, either vertical or slant. 
Teach planning or position of drawing on plate, and laying out 
margin lines. 

Lesson 2. 

As soon as the pupils become conversant with the various drawing 
tools, construction lines and lettering, they should be taught 
the two general methods of representing objects. Use the 
cube as a type and show the three visible views. Draw the 
cube in isometric prespective. 

Apply the principles developed to a block, introducing the placing 
of dimensions. 

Lesson 3. 

Bench. Based on preceding lesson. Show the relation between 
the bench and the type cube. The bench is a practical shop 
exercise. 

The actual making of an object from a working drawing will enable 
the pupil to more readily see the importance and necessity of 
mechanical drawing. Hidden lines introduced for the first 
time. 

Lesson 4. 

Joints. End lap, middle lap, mortise and tenon, and isometric re- 
presentations. Clear dimensions should be emphasized in 
this lesson. 

Lesson 5. 

Table. This exercise introduces full size details and is also an 
application of the lesson on joints. A practical shop exercise. 



Institute of Teachers 285 



Lesson G. 

Use of the compass. Teach handling by giving exercise in draw- 
ing circles, Tliis exercise introduces the types cylinder and 
cone, and applications. 

The type should be clearly explained to pupils, as this method classi- 
fies the subject and makes it easier to comprehend. The center 
line is used for the first time. 

Lesson 7. 

Nail or knife box. Cross sections and tangents are introduced in 
this lesson, and the use of the compass continued. A usabia 
shop exercise. 

Lesson 8. 

Taboret. Continued use of the compass. This drawing brings into 
use the five construction lines. Full size details are aga'n 
given. This drawing introduces broken lines. 

Lesson 9. 

Sleeve Board. A practical shop exercise. Review cross sections 
and tangents. 

Lesson 10. 

Tin shop practice. Develop surfaces of cylinder and cone. Develop 
surface of two-part elbow. Develop surface for lamp or 
electric light shade. 

Lesson 11. 

Develop surface of cube and apply the principle to the making of a 
hanging street or door lamp. 

Lesson 12. 

Develop surface of cup with handle. Develop surface of pan. 

Lesson 13. 

Machine details. Hexagonal bolt' and nut. Precede this exercise 
by giving the pupils a drill in constructing the hexagon. Round 
and square bolt heads. Introduce representations of wrought 
and cast iron and steel. 

Lesson 14. 

Machine details continued. Washers, round and square, keys, set 
screws, conventional threads, gland, jaw, crank, shaft, cam. 



286 Outlines op Lessons ■ -i* 

Lesson 15. 

\'«lve wheel. Fly wheel. Introduce the problem: To trisect a circle. 

Lesson 16. 

Plumbers findijigs. Pipe, elbow, collar elbow, tee, nipple traps, 
coupler. 

Lesson 17. 

Valve showing wheel and sectional view. Review problems: To 
trisect a circle and To construct a hexagon. 

Lesson 18. 

Bath room interior showing basin, bath tub and traps for both ob- 
jects. Show sectional view of floor with location olE trap and 
connections. 

Lesson 19. 

At this stage of the course pupils should have working drawings 

for study purposes only. 
Electrical drawings would be appropriate for this work as they are 

too difficult for the average permit boy to draw but not too 

difficult for reading. 
Cause and effect of an electric current. Working drawing of push 

button, bell and battery and connections. Open circuit. 

iiesson 20. 

Closed circuit battery, showing application to telegraph line and 
instruments. 

Lesson 21, i 

Working drawing of small m_otor. 

Lesson 23 

Floor plan of five room cottage. Hall, alcove, living foom, two 
bedrooms, two closets, dining room, kitchen, pantry, back hall 
and bath room. 

Lesson 23; 

Front and side elevations of cottage. 

Ijeissott ^4, 

t)6tails of house. Window^; doorsj cornice, interior views; founda" 
iwxK chimneysi 



Institute op Teachers 287 



CONTINUATION SCHOOLS OF MUNICH. 
W. F. Faui.kes, Appleton. 

During the past year or so, we have had some excellent literature con- 
cerning the German system of industrial education. We have also 
heard discussions pro and con regarding the adaptableness of the Ger- 
man system to American conditions, especially as those conditions exist 
at the present time. It would, no doubt, be unwise, if not impossible 
to attempt to transplant the German system in toto to America. But I 
believe that the system of industrial education in Germany offers many 
suggestions that we might utilize in building up a good workable system 
for America. 

Our compulsory school age is fourteen, the same as that of Germany, 
with this exception that every German boy and girl must continue their 
education in the continuation until the sixteenth or eighteenth year. 
Also, the German boy may be admitted as an apprentice at the age of 
fourteen, while here the boy must wait until he is sixteen years of age. 
This gives the boy two years to follow "blind alley" jobs and learn bad 
habits. Of course, in America we have no well developed apprentice 
system like that of Germany, and the boys are not encouraged by their 
parents to enter the trades, and even the elementary schools do very 
little to direct the boy in this matter. Then, again our shops and fac- 
tories are not organized in a way to take care of apprentices in an effi- 
cient manner. This condition also exists in Germany in the larger in- 
dustrial centers, but of course, to a less extent then it does here. 

In Germany, the elementary school system is so organized that it 
tends to lead the boy into the trades, because as a rule, the elementary 
schools connect up quite closely with the work of the continuation 
school. This is especially true of the schools of Munich. During the 
eighth class of the elementary school, every boy is required to devote 
five hours each week to practical work in the school workshop. This 
practical instruction is given by a teacher who has had practical trade 
experience. All of the elementary schools are equipped with labora- 
tories for work in biology, chemistry, and physics, and during the 
eighth class one hour each week is given to instruction in each of these 
subjects. On leaving the elementary school, the boy will be acquainted 
with the essentials of these sciences, and be prepared fof the niore ap- 
plied scientific work in the continuation school. 

If at the thirteenth year, any boy or girl has not reached the eighth 
class, he is transferred to what is called the "leaving class" and in thig 
class, the boy or girl is given practically the same prevocational work 
that is given to the eighth class. Hence every boy that leaves the ele- 
mentary school at the age of fourteen has had considerable work of a 
prevocational character. For girls the work of the eighth and leaving 
classes consists of household work, such as cooking, sewing, and laun- 
dry worif; Another feature that has b§§ix introdijeed into the ©iglitft 



288 Outlines of Lessons 

and leaving classes for girls of the elementary schools of Munich is the 
mothers' work or preparing girls for the duties of caring for children. 
In this work, the girls study everything connected with children, col- 
lecting children's songs and fairy stories, studying nurseries, kinder- 
gartens, etc. 

The vocational guidance work that is done in the elementary schools 
is also used as a means to guide the boy into one of the trades. During 
the last year in the elementary school, each boy has two conferences - 
with his teacher who talks to him regarding the boy's future plans. 
At these conferences, the teacher points out to the boy the advantage of 
entering one of the trades at the completion of the elementary school, 
supplies him with complete information regarding the various trades, 
the demand for workers in particular trades, wages paid, etc. The boy 
is also examined by the school physician and advised not to enter any 
trade or vocation that would be injurious to his health. The Working- 
men's Museum, which contains a wealth of information and material re- 
garding all kinds of trade and household work, showing the dangers 
that accompany each trade, how to protect the health, proper and im- 
proper methods of work, and means of preventing accidents in various 
kinds of work, is open to everybody and pupils of the leaving classes are 
taken to this museum by their teacher at least twice during their last 
year at the elementary school. During the last quarter of the last year, 
the boys' parents are called into conference, and the matter of the boys' 
future laid before them, but no compulsion whatever is used to Influ- 
ence either the boys or the parents. If the boy decides to enter a trade 
on the completion of the elementary school, and is not able to place 
himself with the assistance of his parents, he may apply to the central 
bureau where additional assistance will be given him. When an open- 
ing has been found, the boy as well as the parents sign the contract. 
The first year is a probationary period, and at any time during that 
period if his master and teacher in the continuation school find that the 
boy is not fitted for that particular work, a conference is had with the 
boy's parents, and as a result he is usually placed in some other trade 
or vocation at which he will have a better chance for success. 

The girls' continuation schools consist of three departments; domes- 
tic economy, commercial, and industrial. All servant girls, girls with 
no profession such as are working at home as daughters of the house, 
and those who do untrained work in the factories must attend the 
domestic economy continuation school six hours per week during the 
first two years and seven hours per week during the third year. We, 
in Wisconsin, excuse the girls from attendance if they can show, or 
rather if the parents say the girl is employed at home. The Germans 
do not take any chance with the home training as being sufiicient, but 
demand that the girls between fourteen and seventeen years of age 
spend from six to seven hours per week in the continuation school, un- 
less they are attending a secondary school. We are often compelled to 
question the veracity of the parents, and this act is bound to have a 
bad moral effect upon the girl, I believe that our continuation schools 



Institute of Teachers 289 

would have a better influence upon home life and would do away with 
many petty annoyances if this exception was done away with, regard- 
ing the compulsory attendance of girls at our continuation schools. The 
commercial course is obligatory for all girls employed in business and 
in shops; the industrial course for all those engaged in trade and in- 
dustrial occupations as far as they are trained workers. These two 
classes must a.ttend their respective schools eight hours per week for 
three years. 

The continuation school for boys consists of three departments; the 
general, commercial, and industrial. The general continuation school 
includes those boys who have not selected any trade on completion of 
the elementary and are engaged in unskilled work. These boys must 
attend the general improvement continuation school eight hours per 
week for two years. Two hours of the eight is given to practical in- 
struction in the shop, and this shop work consists of work in metal 
and wood; half the year being devoted to work in wood and the other 
half to work in metal. This practical work Is taught by practical trades- 
men. The practical work is intended to arouse a taste for manual work, a 
satisfaction to work connected with a trade, and to lead the boys who 
are engaged in "blind alley" jobs to select some trade. Of the ten 
thousand boys between the ages of fourteen and eighteen that are at- 
tending the continuation schools of Munich, less than eight per cent 
are in the unskilled employments. Over fifty per cent of the boys that 
are enrolled in the general improvement school are found to select 
some trade before the end of the first year after leaving the elementary 
school. So practically speaking, Munich has solved the unskilled em- 
ployment among its boys. The commercial school includes those boys 
who are employed in ofRces and stores. They must attend the commer- 
cial continuation school nine hours per week for three years, and if 
they desire more training along the commercial line, the city main- 
tains a comniercial school of a higher type to which boys are eligible 
after attending the commercial continuation school two years. Boys 
going out from this school are able to get into the better paid positions. 

The industrial section, the largest of the three divisions of the boys 
continuation schools, includes all those boys who are working at one 
of the trades, as they are organized at present each trade which has 
twenty or more apprentices, a school is established for that particular 
trade. Each school so established has a well equipped workshop which 
is in charge of an instructor who is a, master of that trade. Each school 
must have a purely trade school character, and be strictly classified 
with some particular trade. In this respect, the Munich continuation 
schools are entirely different from the continuation schools in other 
parts of Germany. However industrial centers like Mannheim, Cologne, 
Dusseldor, Crefeld, and others are establishing workshops in connec- 
tion with the continuation schools as these places have also found after 
experimenting that the most practical results are obtained when ap- 
prentices are given particular instruction in the trades at which they 

19— B. I. E. 



290 Outlines of Lessons 

are working. While at school he is associating with his co-workers, and 
in his teacher he has a master who is able to know what is necessary 
for success in that particular trade. They boy then feels that he is 
getting something that he can use, and the attendance altho com- 
pulsory is not considered a drudgery. It was the universal opinion of 
the directors of the continuation schools in the cities that I visited, 
that in order to give the boy the efficient training that he ought to 
have, it was necessary to supplement the experience the boy received 
in the workshop of the master by suitable technical instruction in the 
school. Also that this instruction should be given by practical trades- 
men who have received professional training in the subject that he 
must teach, and that these schools must be organized as separate units 
of the school system. 

The Munich schools are organized and equipped with this end in 
view and are meeting with satisfaction to the apprentices and masters. 
In 1896, when the first schools were started under this new organiza- 
tion, the guilds strenuously opposed the schools but gradually the op- 
position decreased until now most of the guilds are enthusiastic sup- 
porters of the schools. The school authorities and the guilds work to- 
gether for the betterment of the schools, and the guilds have rendered 
very valuable aid to the schools in enabling the authorities to procure 
efficient trades men as preachers of the practical work. 

The boys must attend the continuation school nine hours per week 
during the period of apprenticeship. They boy may put in all of his 
time for the week in one session or it may be divided into two half 
days. The hours of instruction are from 7 A. M. to 12 noon and from 2 
P. M. to 7 P. M. In certain trade of a seasonal Character, the time is 
usually increased during the slack months, and decreased during the 
busy months. The schools endeavor to work in harmony with the em- 
ployer, and if at any time the employer needs the boy on the day he 
Is due at the school, if he gives sufficient reason, and sees that the time 
is made up, permission is usually granted. 

The pictures that will be thrown on the curtain will show illustra- 
tions of workshops of these schools, and the character of the work done 
by the students in the school. There were in 1913-14, in Munich nine 
thousand two hundred and twenty-four apprentices attending these 
trade continuation schools, which was giving technical instruction in 
fifty-six trades. 

What is being done in Munich, is being done to a greater or less ex- 
tent over entire Germany, and it is upon this educational trade train- 
ing that Germany is building up her industrial efficiency. 



Institute op Teachers 291 

INTRODUCTION. 

L. C. Dewey. 

Milwaukee, Wisconsin, September 3, 193 4. 

In tlie absence of the cliairman, Mr. George, who has left tlje 
state, Mr. L. C. Dewey of Manitowoc was called upon to lead the 
discussion. Mr. George and Mr. Dewey prepared tlie following out- 
line as a suggestion to permit teachers. It is suggested merely as 
an outline and not as a hard and fast course for all cities. It is 
hoped that it may be adapted to the use of the teacher who knows 
the needs of his particular classes, for whom it may perhaps serve 
as a guide in the outlining of his own course of study. 

The main purpose in teaching mechanical drawing to permit pu- 
pils is to develop ability in reading blueprints and working draw- 
ings and to enable the pupil to visualize the object represented by 
the drawing. In the permit school the skill necessary to turn out 
beautifully finished drawings is not needed. The short time with 
which we work with the boy can be more profitably spent than is 
the case where we require a number of lettering sheets and abstract 
line exercises. Prom the very first day, each drawing should rep- 
resent an object that is clear in the mind of the boy. This work 
may be supplemented by the presentation of the actual object, its 
working drawing and perhaps a freehand sketch in perspective, iso- 
metric or cabinet projection. Teachers should have at least six 
objects as models in order to show the relation between the working 
drawing and the object itself. Later in the course, the use of ob- 
jects may be discontinued and the sketch may be used as an illus- 
tration to the class. As the ability to visualize increases, the sketch 
also may be omitted. 

The importance of the class demonstration on the part of the 
teacher should never be underestimated. Children are natural 
imitators, and watching the teacher make the actual drawing will 
give them a very good idea of the professional way of handling 
tools and instruments in the making of a mechanical drawing. 
Freehand perspective and isometric can be easily and quickly taught 
by this method. 

It is generally conceded that a course of study for schools of this 
nature should conform as nearly as possible to the industrial ac- 
tivities of the community. In Sheboygan, for example, it would 
perhaps be well to omit the work on sheet metal and electricity, 
and in its stead spend more of the time on the woodworking models, 
since Sheboygan is esse~ntially a woodworking center. In Manito- 
woc, where aluminum specialty work is foremost, it would be well 
to give more of the sheet metal work than is suggested in the out- 
line, perhaps touching lightly on forming- and die work. The 
course should fit the needs of the community. 



292 Outlines of Lessons 

The question of lettering comes at once to the minds of those 
teachers who have taught high school classes in drawing. How 
much time can be spent on lettering? What standard should we 
require, and how can we get good results in so short a time? Ex- 
perienced teachers present at the discussion were unanimous in de- 
claring that for permit pupils we should not expect fine lettering. 
No separate plates in lettering should be given, and only a small 
time spent each day in practice on the letters in their natural order: 
first the I, L, and T, etc., which is the University of Wisconsin 
method. 

It is hardly probable that even the average permit pupil will be 
able to draw the twenty-four plates suggested. It is possible for 
all pupils to cover the entire course by giving a part of the time to 
studying instead of drawing the plates. In this school we are not 
making draftsmen, nor are we teaching apprentices, and it is very 
probable that we will be unable to tell the future trade of any of 
the students. Therefore, let us teach the application of principles 
in a short course of mechanical drawing, which may be used in 
any of the trades in our community. Our product may seem un- 
finished and even crude, but we must learn to see behind the draw- 
ing and into the mind of the pupil in order to decide if we are 
teaching the beginning of drawing as the universal language of the 
mechanic, — the man who works with his hands, but must also use 
his head. 

During the discussion of the paper, Mr. Dewey exhibited a large' 
number of blueprints', in order to show the wide range of latitude 
in the suggested course. 



Institute op Teachers 293 



19. Permit. 



SEWING FOR PERMIT GIRLS. 



First twenty-four lessons. 



HARRIET B. GOESSLING. 



Committee. 



Harriet B. Goessling, Chairman, Fond du Lac, 
Martha Gaustad, Eau Claire, 

Hazel M. Hyer, South IMilwaukee 



Madison, Wisconsin, Sept. 1, 1914. 



I. Towel for cooking. (2 lessons.) 

1. Kinds and quantity of material for a hand towel. 

2. Cutting on a thread. 

3. Basting. 

4. Learning to use a guage. 

5. French hemming. 

6. Uses of French hem. 

7. Putting holder on a towel. 

8. Study of linen. 

9. Uses and comparative value of linen. 

10. Laundering linen. 

11. Pressing and folding. 

n. 

II. Cooking apron. (five lessons). 

1. Suitable material for a cooking apron. 

2. Place pattern on material. 



294 Outlines of Lessons 

3. Cutting the different parts of an apron. 

4. Pin the different parts together. 

5. Baste. 

6. Machine work. • 

7. Overcasting seams. 

8. Hemming. 

9. Gather top of apron. 

10. Put band on. 

11. Hem bib by hand. 

12. Join bib to band. 

13. Pockets. 

14. Make button-hole. 

15. Sew button on. 

16. Press and fold apron. 

17. Laundering cotton garments. 

18. Or make a princess apron. 

19. Make felled seams. 

20. Finish neck and arm-scyes with either a bias facing or nar- 

row embroidered edge. 

21. Make band from underarm seams to center of back. 

22. Make button-holes and sew on buttons. 



III. 

III. Darning stockings. (1 lesson). 

1. Proper material for darning. 

2. Darning a hole in the foot of the stocking. 

3. Darning a hole in the leg of the stocking. 

4. Care of stockings. 

5. Laundering. 

IV. Mending. (1 lesson). 

Patching cotton garments. 

V. Kimona nightgown. (4 lessons). 

1. Suitable materials for nightgowns. 

2. Test pattern. 

3. Place pattern on materials. 

4. Cut nightgown out of material. 

5. Baste after pinning the different parts together. 

6. Make French seams. 

7. Hem. 

8. Put bias facing on neck and sleeves. 

9. Trim neck and sleeves with lace or crochet on edge on 

these edges or feather-stitch on facing. 

10. Press and fold. 

11. Laundering cotton. 



Institute of Teacher^ 295 

VI. Cotton dress for work. (11 lessons). 

1. Appropriate material for work dress. 

2. Appropriate styles for work dress. 

3. Test pattern. 

4. Place pattern on material. 

5. Cut skirt. 

6. Cut waist. 

7. Pin the different parts together properly, making the 

skirt first. 

8. Baste. 

9. Fit. 

10. Stitch seams on machine. 

11. Finish seams. 

12. Put band on skirt. 

13. Put hooks and eyes on skirt. 

14. Hang skirt. 

15. Put hem in skirt. 

16. Press and fold properly. 

17. Make collar and cuffs. 

18. Put collar and cuffs on waist. 

19. Hem fronts. 

20. Put bias facing on neck of waist and sleeves. 

21. Put sleeves in. 

22. Face arm eyes. 

23. Put hooks and eyes on waist. 

24. Join waist and skirt. 

25. Press and fold. 

2 6. Laundering of colored cotton materials. 

Work dress. 

1. Appropriate material for work dress. 

2. Appropriate styles for work dress. 

3. Test pattern. 

4. Place pattern on material. 

5. Cut skirt. 

6. Cut waist. 

7. Pin the different parts together properly, making the 

waist first. 

8. Baste waist. 

9. Fit waist. 

10. Stitch seams on machine. 

a. Make French seams in a loose fitting garment. 

b. Make the overcast seam in a close fitting garment. 

11. Make hem or face front of waist. 

12. Finish neck. 

a. Face with bias facing with or without collar on. 



296 Outlines of Lessons 

13. Make sleeves. 

a. Put sleeves into waist. 

b. Finish bottom of sleeve. 

c. Binding arm-scye. 

14. Fastenings. 

15. Gather bottom of waist. 

a. Put into a band if one is used. 

16. Baste skirt. 

17. Fit skirt. 

18. Make the same seams as in the vvaist. 

19. Make placket according to style of garment. 

20. Join waist and skirt. 

a. Pin skirt to band if a band is used to join skirt and 

waist. 

b. Pin skirt to upper edge of webbing or firm band if 

girdle top is desired. 

a. Bring waist down on the inside. 

b. Raw edges faced into belting. 

21. Put hem or facing on bottom. 

22. Press. 

23. Laundering of colored cotton materials. 

24. Shrinking material; setting color. 

VII. Crocheting and embroidering. 

Sufficient time is given to individuals who wish to learn to 
do either, to learn to do the work but finish work out- 
side of school hours. 

VIII. Millinery. 

Work is optional. 



COURSE IN SEWING. 
Milwaukee Continuation School. 

Bag — Bates Seersucker 30 in. x 13 in. 

(a) Ys in. hem — basted — even basting stitch. 

(b) Hem sewed — over and over hemming stitch. 

(c) Goods folded crosswise — basted on wrong side from top to 

bottom, or closed end. 

(d) Sides overhanded. 

(e) Measure on overhanded edge from open end 3i/i in. Turn 

down and crease % in. Turn over li/4 in. Hem after bast- 
ing. 

(f) Combination stitch — back stitch and running stitches — % in. 

from bottom of wide hem. 



Institute of Teachers 297 

(g) Buttonhole on right side between bottom of hem and com- 
bination stitch — barred, 
(h) Draw tape thru; flat-fell ends of tape together. 
Small Apron — White Dimity — 1 yard. 
Lace — 2^2 yards. 

(a) Turn and baste % in. hem — even basting. 

(b) Hem by hand. 

(c) Bib hemmed. 

(d) Pocket turned. 

(e) Bands — li/^ in. wide — cut crosswise of goods — basted on 

apron and stitched on machine. 

(f) Bib placed — bands turned in % in. 

(g) Ties — 3 in. wide — 18 in. long hemmed, placed, and entire 

band sewed by machine. 
Corset Cover — Cambric — 1 yard. 

Braid — Lingerie trimming about 2% yards. 

Buttons — 4. 

Linen bobbin tape. 

(a) Underarm seam basted, sewed — French seam. 

(b) Shoulder seam — flat-fell. 

(c) Corset cover divided in front, i.^ in. from center to the left. 

(d) Left hem turned under % — tiem % in. 

(e) Right hem turned under % — hem 1 in. 

(f) Lower edges shirred and stroked. 

(g) Bands placed, basted, sewed on machine, 
(h) Peplum hemmed and placed. 

(i) Entire band sewed on machine. 

(j) Braid (Lingerie trimming) flat-felled around neck and arm- 
holes. 

(k) Tape drawn thru top. 

(1) Buttonholes — barred. 

(m) Buttons sewed on. 
Large Sack Apron. 

New problems — Setting in sleeves. 

Bias bands finish neck. 

Three-inch hem at bottom. 
Draioers. 

New problems — Plackets (lap and face) 

Receiving tuck and placing of ruffle. 
Petticoat. 

Almost entirely review. 

Placing together of parts is new knowledge. 
Night Gown. 

Review placing of sleeves, hemming bottom, finishing with braid, 
French and flat-fell seams. 
Combination Suit — New problem. 

Placing together of corset cover and petticoat. 

Review of both. 



298 Outlines of Lessons 

9. Waist — New problems in finishing article — Cuffs, Collar, etc., de- 
pending on style of garment. 
In making any of these garments, we apply to the making of waists 
and dresses; for example, the setting in of the peplnm in the corset 
cover is done in such a way as to apply to the placing together of waist 
and skirt. 

Matilda M. Steinbkecher. 



PAPER BY HARRIET B. GOBSSLING. 



In planning a course in sewing for permit girls, the community and 
the girls must be kept in mind with the following aims: 

II. 

1. That girl's interest must be aroused because she has dropped out 
of the public school; she has not found the practical work there that 
she desired; only 10 per cent dropped out because of work. 

2. Work must be planned to get results that appeal to her. 

3. Problems must be so planned that she will get results quickly. 

4. Problems must be of such a nature that they appeal to her. 

5. Problems must be planned to give a foundation in sewing, this 
course covers the problems involved in plain sewing. 

6. Work must be personal in its attitude toward the girl. 

7. These girls have come to that period of development when sex 
instinct is awakening; the girl's desire is to look well. Few mothers 
can help the girl in selecting appropriate styles and materials that 
offer the greatest possible iservice for the longest time. The girls feel 
that this is an opportunity to learn more than the mere mechanics of 
sewing. 

8. The work must be broad in its application, for e. g., the care of 
clothes, a proper wardrobe for a working girl, the elimination of non- 
essentials in dress, conduct, personal hygiene, work which is done with 
the girl individually must be constantly kept in view for the develop- 
ment of the character of the girl, after all, this is what is aimed at. 
Sewing, being merely the tool used at this time, for if we have not in- 
creased the girl's self-respect thru the knowledge of how to dress neatly 
and appropriately with the influence of dress on others, we have not 
fulfilled our duty. It is not money, a little, is necessary, but good judg- 
ment and common sense that needs to be developed that are needed for 
neat and appropriate dress. 

A card with the different kinds of toweling also giving width and 
price is shown to the girls, the comparative wearing qualities and pur- 
poses of the different kinds of toweling discussed. A few simple house- 
hold tests for linen are given. The story of the growth of flax, the prpc- 



Institute of Teachers 299 

esses of preparing it for linen is given as well as the methods of bleach- 
ing in order to show how this effects the wearing quality of the linen. 
The physical characteristics of the flax fibre is discussed to teach the 
laundering of linen with the proper way of folding a towel. 

The use of individual towel, and the making of the French hem 
which is used on table linen are taught. 

This is followed by a demonstration of cutting on a thread using a 
guage in turning a hem, turning the material one-fourth of an inch the 
first time and one-fourth of an inch, then basting, using the even bast- 
ing stitch; after the girls have done this much they are shown as a 
group then individually, how to make the French hem. 

After the towel has been hemmed on both ends they are taught how 
to make a holder using tape, the towel is then pressed and folded ready 
for use in cooking class. 

During the second period while the towels are being finished the 
girls are shown samples of material suitable for a cooking apron; the 
comparative cost, width, quality and quantity for an apron with differ- 
ent styles for making aprons are discussed. The girls are told now to 
measure so that they may know how much material to bring with them 
for the next time. 

Princess. In the first lesson they are taught how to put a pattern 
together, pinning the pattern together and trying it on to see if it is of 
the proper size and length. The are then shown how to lay the pattern 
on the material so that material is not wasted and the apron properly 
cut. The different parts of the apron are then pinned together and 
basted using the uneven stitch. 

III. 

In making either the princess apron or the ordinary cooking apron 
with the bib set on the problems involved remain practically the same. 

Before the girls use the machines they are shown how to thread the 
machine, what position to have the needle in when machine is stopped, 
and the right way to place the thread before cutting it. Instructions 
as to the use and care of a machine are continued with the course in 
sewing. 

After the seams have been stitched on the machine, the girls are 
taught how to overcast these seams. The 2-inch hem is then put into 
the apron, using a guage, stitching it on the machine after basting it. 
The fell seam can be used on the princess apron. The neck and arms 
eyes of the princess apron are finished with a narow embroidered edge 
felled on or a bias facing of the same material. With this exception 
of the princess apron, the other problems remain the same as in the 
cooking apron. 

The bib of the cooking apron may be finished as the neck and arms 
eyes were finished in preference to hemming the top and sides. After 
a one-fourth inch hem has been put in on sides of skirt part of cooking 
apron the upper part of apron is gathered with two threads beginning 
at the center with short running stitches. The apron skirt is then 



300 Outlines of Lessons 

fitted to the band, basted on and sewed on with the machine, holding 
one part of the belt to the wrong side and the other part to the right 
side, sewing the three pieces together at one time. The bib is then 
sewed to the under belt first and then the upper basted and stitched 
down. The belt on the princess apron is fastened at the seam under 
the arm and when the seam is made the buttons are then sewed on tnd 
the button-holes made, after carefully pressing, the apron is properly 
folded. 

In the darning lesson, the girls either bring stockings or stockings 
are furnished to them for making the square and the star darn. They 
are taught from a demonstration how to put in the warp and the woof 
threads, also the direction to put the wharp threads in both the foot 
and leg of the stocking. They are taught the proper material to darn 
with and the proper size needle to use. While the girls work the value 
of darning, the object of keeping clothing in repair, the effect of this 
on character are discussed by the girls, lead by the instructor. 

The darning lesson in a measure paves the way for the next lesson, 
mending, the girls either bring something to be mended or something 
is furnished for mending. They are taught how to set in a patch in 
a cotton garment and how to mend a woolen garment by careful darn- 
ing, the economic and social value of keeping clothing in repair are 
discussed during the period when the girls are well launched in the 
work. 

The next problem is a kimona nightgown. The chart showing the 
different materials with the width and price of each is shown to the 
girls, the suitability of each material for the season of the year with 
the amount required is included in the discussion. 

After the pattern is tested to see if it is the right size it is laid on 
the material to cut to the best advantage. The girls are taught to make 
French seams. After the hem is put in the neck and sleeves are fin- 
ished off with a facing and lace or a narrow croched edge on neck and 
sleeves, or a narrow embroidery edge felled on, or with feather stitch- 
ing on facing. After pressing the girls are taught how to fold a night- 
gown. They are also taught how to care for this garment when in 
use. 

During the period that the girls are finishing the nightgown the new 
problem, the work dress is discussed, the chart showing kinds of ma- 
terials suitable for a work dress, why certain materials as to quality, 
color and certain styles are more appropriate than others. The effect 
of proper and appropriate dress of a girl on her job and work. The 
girls are taught how to shrink the material, set colors so that the gar- 
ment will look well for a longer time. They are told the amount of 
material to buy. 

After they have pinned the patterns together and tested them the 
skirt is cut first, then the waist. The different parts of the skirt are 
pinned together and basted; the skirt is then fitted, the seams may be 
either French or overcast seams. The skirt is then put onto a band if 
a band is used; and the fastenings put on the skirt. 



Institute op Teachers 301 

The waist is then basted and fitted, and seams finished as in the 
skirt; the fronts are finished either with a hem or facing or box plait. 
The neck may be faced if a separate collar is to be worn with the waist, 
or a collar may be made and sewed into the waist with facing. The 
sleeves are then made and put into arm scyes the arm scye faced with 
a bias facing or bias tape and sleeves finished at bottom with a bias 
facing or cuff and facing. The fastenings are put onto the waist and 
the skirt and waist joined and the skirt hung and hem put in which 
is preferred, if it is not long enough a facing is put on. 

If the waist and skirt are joined without a band but a girdle top is 
used, the skirt is attached to the upper edge of webbing and the waist 
brought down inside and the raw edge faced onto belting. 

If the girls wish to make a hat, they are allowed to put their sewing 
aside to do this. They are taught how to decorate their garments with 
simple crocheting or embroidery, not alone for its economic value, but 
to give them another interest in life which helps keep the girl off from 
the street. If the girl needs a wool waist and is wearing a thin waist 
she is allowed to drop the regular work and helped to make a woolen 
waist. 

After the girls have completed this course they make the other three 
garments for plain sewing for more practice and then another cotton 
dress. 

After the girls have a fairly good start they are anxious to work on 
the garments in the evening and accomplish much more by so doing, 
thus arousing the interest and ambition of many who need some stim- 
ulus. 



302 Outlines op Lessons 



20. Evening. 



COOKING. FOR EVENING CLASSES. 



First twenty-four lessons. 



HARRIET RUSSELL. 



Committee. 



Harriet Russell, Chairman, Oshkosh, 

Eula Dewey, Superior, 

Nellie Johnson, Racine. 



Madison, Wisconsin, Sept. 1, 1914. 

■ ' EVENING. ' ' 

24 lessons in cooking. 

Outline. 

Haeriet Russeli,, Oshkosh. 

It is the aim of these lessons, 

1. To give the student such a knowledge of the principles of 

cookery as will enable her to cook for an average family, 
supplying them with wholesome food suited tb their needs, 
avoiding monotony. 

2. Incidentally, to give her a slight knowledge of food values, 

that she may serve proper combinations and the kind of 
food required. 

3. To teach a few rules for serving, that she may be able to 

serve well-cocked food attractively. 
Working toward a complete meal has proved the most practical plan 
for the average group in beginning evening classes. Theory is given 



Institute op Teachers 303 

incidentally and only when it will aid in applying some fundamental 
principle. 

I. Preliminary lesson. 

1. Arrangement of kitchen. 

Names and places of utensils. 

2. Care of equipment. 

Desks, sinks, tewels. 

3 . Stoves. 

Demonstration in lighting. 

4. Weights and measures. 

Equivalents. 
Abbreviations. 

5. Personal neatness. 

6. Short talk upon the kinds of food and use of^ each in the 

body. Necessity for planning meals. 

II. The breakfast. 

1. Discuss menu, 

2. Fruit. 

(1) Value in diet. 

(2) Kinds of fruit for breakfast. 

(3) Preparation and serving of: 

Fresh fruit. 
Cooked fruit. 
Practise: Prepare and serve baked apples, prunes, bananas, and 
oranges. 

III. The breakfast. (Cont.) 

Cereals. 

(1) Value in diet. 

(2) Kinds on market. 

(3) Principles in cooking. 

Practise: Prepare and serve boiled rice, cream of wheat with 
dates. 

IV. The breakfast. (Cont.) 

1. Eggs. 

(1) Value as food. 

(2) Tests for freshness. 

(3) Principles in cooking. 

2. Bacon. 

(1) Value. 
Practise: Eggs: soft cooked, poached on toast, scrambled, omelet. 
Broiled bacon. 



304 ^Outlines of Lessons 

V. The breakfast. (Cont.) 

1. Quick bread. 

(1) Method of mixing. 

(2) Principle of the leavening agent. 

(3) Oven rules. 

2. Beverage. 

(1) Coffee. 

Objections. 
Care in preparation. 
(2) Value of water. 
Practise: Make plain muffins, dry toast, boiled coffee. 

VI. The breakfast. (Cont.) 

Serving lesson. 

1. Menu. (Plan previously.) 

2. Preparation of food. 

3. Setting table. 

4. Serving rules. 

5. Clearing table. 

6. Dishwashing rules. 

VII. The lunch. 

1. Discuss menu. 

2. Soups and garnishes. 

(1) Kinds of soup. 

With stock. 
Without stock. 

(2) Value of each kind and place. 
Practise: Cream soups and croutons. 

VIII. The lunch. (Cont.) 

Salad. 

(1) Value in diet. 

(2) Kinds. 

(3) Combinations. 

(4) Dressings. 

(5) Rules for preparation and serving. 

Practise: Make French and boiled dressing, vegetable and fruit 
salad. 

IX. The lunch. (Cont.) 

1. Main dish. 

(1) Use of left-overs. 

Value and suggestions for use. 

(2) Principles in cheese cookery. 

Practise: Croquettes of meat or fish. Baked rice or macaroni 
with cheese sauce. 



Institute of Teachers " 305 



X. The lunch. (Cont.) 

1. A main dish. (Cont.) 

(1) Scallops. 

Suggestions. 

(2) Cheese cookery. (Cont.) 
Practise: Scalloped potatoes, cheese fondu. 

XI. The lunch. (Cont.) 

D,esserts. 
Kinds. 

1. Of starches. 

Value of starches and when to use in menu. 

2. Of milk or milk and eggs. 

Practise: Corn starch blancmange, junket, baked custard. 

XII. The lunch. (Cont.) 

1 . Cakes. ' 

(1) Kinds. 
(2) Methods of mixing. 

(3) Principles in leavening. 

(4) Oven rules. 

Practise: Make a standard butter cake or small cakes. 

XIII. The lunch. (Cont.) 

1. Cakes. (Cont.) 

(1) Use of eggs for leavening. Methods in mixing. 

2. Beverage. 

Cocoa. 
Value in diet. 
Practise: Sponge cake, cocoa. 

XIV. 



XV. 



Lunch. 


, (Cont.) 


Serving lesson. 


1. 


Menu (Plan previously.) 


2. 


Preparation of food. 


3. 


Setting table. 


4. 


Serving. 


5. 


Clearing table. 


6. 


Dishwashing. 


The dinner. 


Meat 




1. 


Value as food. 


2. 


Kinds. 


3. 


Beef. 




(1) Cuts. 




(2) Prices. 


20- 


-B. I. E. 



306 Outlines of Lessons 

4. Principles in cooking. 

(1) Tender cuts. 

(2) Cheap cuts. 

Practise: Pan broiled chops, roast, boiled beef for stock. 

XVI. The dinner. (Cont.) 

1. Meat. (Cont.) 

Methods of making tender. 

2. Soup from stock. 
Practise: Swiss steak, vegetable soup. 

XVII. Dinner. (Cont.) 

1. Meat. (Cont.) 

Methods of making tender. 

2. Dumplings. 
Practise: Stew with dumplings. 

XVIII. The dinner. (Cont.) 

Vegetables. 

1. Value in diet. 

2. Kinds and season for each. 

3. Preparation for cooking. 

4. Rules for cooking. 

Practise: Potatoes, boiled and baked; onions, stewed; carrots, 
creamed. 

XIX. The dinner. (Cont.) 

Desserts. 

1. Kinds. 

2. Pastry. 

Principles in making plain pastry. 
Practise: One crust pie with custard filling, two crust pie with 
fruit filling. 

XX. The dinner. (Cont.) 

Desserts. (Cont.) .i 
1. Puddings. 

(1) Kinds. 

(2) Use of bread. 

Practise: Steamed chocolate pudding, bread pudding. 

XXI. The dinner. (Cont.) 

Bread. 
1. Principles of making. 

(1) Action of the yeast. 

(2) Rising. 

(3) Kneading; -- - - 

(4) Shaping into loaves. 



Institute op Teachers 307 



(5) Baking. 

(6) Care after baking. 
2. Points in judging bread. 

Practise: Water bread. 

XXII. The dinner. (Cont.) 

Bread. (Cont.) 
Practise: Parker House rolls, coffee bread. 

XXIII. The dinner. (Cont.) 

Serving lesson. 

1. Menu (Plan previously.) 

2. Preparation. 

3. Setting table. 

4. Serving. 

5. Clearing table. 

6. Dishwashing. 

XXIV. The invalid tray. 

1, Kinds of diet given. 

(1) Time for each. 

(2) Suggestions for each. 

2. Points in preparation and serving. 
Practise: Prepare and serve an invalid's lunch. 



EULA DEWEY, Superior. 

Lesson 1. 

Canned Peaches. 

a. Reasons for canning and preserving. 

1. To have fruit out of season. 

2. To save fruit which would otherwise be wasted. 

b. Sterilization of jars. 

1. Reasons for sterilization. 

To kill germs which cause fermentation of fruit. 

2. Method of sterilization. 

a. Jars placed in pan % full of cold water. 

b. Water allowed to come slowly to boil and boil 15 

minutes. 

c. Selection of fruit. 

a. Select fresh, firm, fruit without blemishes. 

d. Preparation of fruit. 

a. Pare with silver knife. 

b. Cut in halves or quarters. 



308 Outlines of Lessons 

e. Canning of fruit. 

a. Make syrup by boiling 2 % cups water and 1 lb. sugar. 

b. Fill can to which rubber has been fitted. 

c. Cook fruit in syrup until soft. 

d. Fill can to everflowing with boiling syrup. 

e. Put on cover and wipe can with damp cloth. 

f. Turn upside down on shelf. 

Lesson 2. 

I. Grape Conserve. 

1. Review lesson on canning. 

2. Preparation of conserve. 

a. Proportions. 

7 lbs. grapes. 
7 lbs. sugar. 
1 lb. walnuts. 

b. Method. 

1. Pulp grapes. 

2. Add 1 cup water and bring to boiling point. 

3. Put through a colander. 

4. Chop skins and nuts. 

- 5. Mix all ingredients and cook until very thick. 
6. Place In jars and seal of cover with parrafin. 

II. Cranberry Conserve. 

1. Proportions. 

7 lbs. cranberries. 

7 lbs. sugar. 

1 lb. raisins. . 

Juice of 3 oranges. 

Rind 1 orange. 

2. Method. 

a. Seed raisins. 

b. Cut orange rind in small pieces. 

c. Mix all ingredients and cook until thick. 

d. Place in jelly glasses and cover with parrafin. 

licsson 3. 

I. Baked tomatoes. 

1. Selection. 

a. Select medium sized, round, firm tomatoes, free from 
spots. 

2. Seasonability. 

May be obtained throughout year, but best and cheapest in 
August and September. 

3. Food value. 

Valuable for iron. 



Institute of Teachers 309 

4. Preparation. 

a. Cover with boiling water. 

b. Let stand 1 minute then remove skin. 

c. Remove center. 

d. Mix removed center with an equal quantity of bread 

crumbs. 

e. Add salt, pepper, butter and onion juice. 

f. Refill cavities, place tomatoes in pan and bake 20 

minutes. 

II. Scalloped onions. 

1. Food value. 

Contain small amount of nutriment. Valuable for min- 
erals and cellulose. 

2. Preparation. 

a. Remove skins under water. 

b. Slice, place in boiling salted water and boil two minutes. 

c. Drain off water and recover with water. 

d. Repeat process several times. 

e. Place in buttered baking dish, cover with white sauce 

and crumbs. 

f. Bake 20 minutes. 

Lesson 4. 

I. Scalloped corn. 

1. Food value of corn. 

Protein food — -substitute for meat. 

2. Preparation. 

a. Remove from can 1 hour before preparation. 

b. Allow 1 cup milk; % cup cracker crumbs, 1 table- 

spoonful butter to 1 can corn. 

c. Place corn in buttered baking dish, 
e. Bake 20 minutes. 

d. Pour over milk, sprinkle with crumbs, dot with butter, 

and add salt and pepper. 

II. Creamed carrots. 

1. Proportions. 

3 medium sized carrots. 
1 cup milk. 

1 tablespoonful butter. 
1 tablespoonful flour. 
. 2. Method. 

a. Wash and scrape carrots. 

b. Cut in cubes. 

c. Cook in salted water until soft. 

d. Make white sauce of butter, milk and flour. 

^. Add to carrots, cook in double boiler 10 minutes. 



310 Outlines of Lessons 



liesson 5. 

I. Baked Squash. 

1. Should be heavy in proportion to size. 

2. Food value. 

Contains small amount of nutriment. Valuable for minerals 
and water. 

3. Preparation. 

1. B!reak with hatchet. 

2. Remove pulp and seeds. 

3. Bake in moderate oven until soft. 

II. Scalloped potatoes. 

1. Food value. 

Carb food, largely starch. 

2. Digestibility. 

a. Should not be given to children under 1 year of age. 

b. Easily digested by adults if properly cooked. 

1. Most easily digested when baked. 

Starch changed to dextrin. 

2. Should be thoroughly cooked. 

3. Unhealthful if sauted. 

3. Preparation of scalloped potatoes. 

a. Pare and slice potatoes. 

b. Place layer in buttered baking dish. 

c. Add layer of cracker crumbs. 

d. Cover with milk. 

e. Add seasoning. 

f. Repeat process until dish is full. 

g. Bake until potatoes are soft. 

Lesson 6. 

I. Spanish rice. 

1. Food value. 

a. Carbohydrate food. 

b. May be used as sub for potatoes. 

2. Economic value. 

Economical because cheap and nourishing. 

3. Preparation. 

a. Stir into boiling salted water, stirring with fork, 1 cup 
' rice to 1 cup water. 

b. Cook until soft when pressed between thum and finger. 

c. Remove from fire, pour into strainer and pour over 1 

quart boiling water. 

d. Dry in oven. 

e. Mix with 1 can tomatoes, 1 slice pimento, salt, red pep- 

per and 1 tablespoonful butter and bake 1 hour. 



Institute of Teachers 311 

II. Cream of Salmon Soup. 

1. Function of soup in diet. 

a. Starts digestive juices. 

b. Warms stomach. 

2. Essential qualities. ; 

a. Must be well seasoned. 

b. Must be of right consistency. 

c. Must be served hot. 

3. Binding of soups. 

a. Melt butter. 

b. Add equal quantity of flour. 

c. When well mixed add to boiling soup" stirring constantly, 

4. Preparation of salmon soup. 

a. Drain oil from % can salmon. 

b. Remove skin and bones and rub throub sieve. 

c. Add gradually 1 quart scalded milk. 

d. Bind with 2 tablespoons butter and 4 tablespoons flour. 

e. Season with salt and pepper. 

Lesson 7. 

i; Macaroni and Tomatoes. 

1. Food value of macaroni. 

a. CH3O food. 

b. Substitute for potatoes. 

2. Food value of tomatoes — iron. 

3. Combination with other foods. 

Combined with cheese and tomatoes or cream makes a 
well balanced food. 

4. Preparation. 

a. Break in pieces 3 inches long. 

b. Place in boiling salted water and boil until soft. 

c. Drain, cover with cold water to prevent pieces adhering. 

d. Place in buttered baking dish. 

e. Cover with tomato sauce, add seasoning and butter. 

f. Bake 30 minutes. 

II. Cream of Pea Soup. 

1. Review of previous soup lesson. 

2. Preparation of pea soup. 

a. Drain 1 can peas from liquid. 

b. Add 2 teaspoons sugar, 1 pint cold HoO. and simmer 

20 minutes. 

c. Rub through sieve and bind with 2 tablespoons each 

butter and flour. 

d. Scald 1 pint milk with 1 slice onion. 

e. Remove onion, add milk to pea mixture. 

f. Reason with 1 teaspoon salt and Vs teaspoon pepper. 



312 ^ Outlines of Lessons 



Lesson S. 

I. Chocolate rice pudding. 

1. Review of previous lesson on rice. 

2. Preparation of pudding. 

a. Cook % cup rice and dry in oven. 

b. Add 1 pint milk, 1 egg, % cup sugar, % teaspoon &alt, 

1 teaspoon vanilla, 1 square chocolate. 

c. Bake % hour. 

d. Serve cold with cream. 

II. Rice Soup with stock. 

1. Preparation of stock. 

a. Cheap piece of meat, trimmings from roasts, ends of 

steaks used for stock. 

b. Lean meat macerated and cut in small pieces. 

c. Place bones and some lean meat in cold water. 

d. Brown remaining of lean in frying pan then put into 

kettle. 

e. Season with sweet herbs, set on back of range and cook 

slowly for six or seven hours. 

f. Strain and cool quickly. 

2. Preparation of rice soup. 

a. Place i/^ cup cooked rice in 1 pint boiling stock. 

b. Cook slowly for % hour. 



Liesson 9. 

I. Custard Rice Pudding. 

1. Cook % cup rice. 

2. Add 4 cups milk, 14 teaspoon salt, % cup sugar, 1 teaspoon 

vanilla. 

3. Pour into buttered baking dish and bake 1 hour. 

4. Serve with cream. 

II. Tomato Soup. 

1. Scald 1 quart milk with 1 slice onion in double boiler. 

2. Remove onion — thicken milk with 4 tablespoons flour diluted 

with 1/4 cup cold H,0. 

3. Cook 20 minutes, stirring constantly at first. 

4. Cook 1/^ can tomatoes with sugar 15 minutes, add soda and 

rub through sieve. 

5. Combine mixture, add butter, salt and pepper. 



Institute op Teachees 313 



liesson 10. 

I. Rice Fritters. 

1. Coolc % cup rice. 

2. Add 1 cup flour, 1 teaspoon baking powder, 3 teaspoons salt 

mixed and sifted. 

3. Add yollfs. of eggs beaten until thick. 

4. Fold in whites of eggs beaten stiff. 

5. Cook in frying pan in fresh hot lard. 

Lard must be hot or it will be absorbed. 

6. Drain on paper. 

7. Serve hot with syrup. 

II. Corn Soup. 

1. Food value of corn. 

a. Protein food. 

b. Substitute for meat. 

2. Preparation of soup. 

a. Proportions. 

1 can corn; 1 pint boiling water; 1 pint milk; 1 slice 
onion; 2 tablespoons butter; 2 tablespoons flour; 
1 teaspoon salt; few grains pepper. 

b. Method. 

1. Chop corn, add water and simmer 20 minutes. 

2. Rub through sieve. 

3. Scald milk with onion. 

4. Remove onion, add milk to corn. 

5. Bind with butter and flour. 

6. Add salt and pepper. 

ILesson 11. 

I. Rice Croquettes. 

1. Proportions. 

% cup rice; % cup boiling HoO; 1 cup scalded milk; % 
teaspoon salt; yolks 2 eggs; 1 tablespoon butter. 

2. Method. 

a. Cook rice in HoO vmtil water is absorbed. 

b. Add milk and steam until rice is soft. 

c. Remove from fire. 

d. Add egg yolks and butter. 

e. Spread on plate to cool. 

f. Shape in balls, roll in crumbs, egg and crumbs again. 

g. Fry in deep fat. 

h. Drain on brown paper. 

i. Serve in place of vegetable. 



314 Outlines of Lessons 

Heating of fat. 

Crumb of bread should brown in 40 seconds for cooked 
mixtures. 

3. Egg and crumbing. 

a. Methods of. 

1. Roll crumbs — sift to free from lumps. 

2. Roll croquettes in crumbs, free from lumps. 

3. Roll in slightly beaten egg. 

4. Roll in crumbs again. 

b. Reason for. 

Forms coating which prevents absorption of fat. 

4. Prying. 

a. Pat heated until crumb of bread browns in 40 seconds. 

b. Croquettes placed in basket and fried until golden 

brown. 

5. Clarifying fat, 

a. Raw potato sliced into fat. 

b. Place cloth over strainer, pour fat through. 

c. Wash cloth, kettle and strainer with Dutch Cleanser. 

6. Digestibility of foods fried in deep fat. 

More easily digested than sauted foods since fat Is not 
absorbed. 

II. Potato Soup. ( ' ' i ! ■ ' / ; 7t 

1. Ingredients. 

2 potatoes. 1 % teaspoon salt. 

1 quart milk. % teaspoon celery salt. 

2 slices onion. % teaspoon pepper. 

3 tablespoons butter. Pew grains cayenne. 
2 tablespoons flour. 1 teaspoon parsley. 

2. Method. 

a. Cook potatoes in boiling salted H,0. 

b. When soft run through strainer. 

c. Scald milk with onion. 

d. Remove onion and add milk slowly to potatoes. 

e. Bind with butter and flour. 

f. Add seasoning and sprinkle with parsley. 

Iiesson 12. 

I. Tapioca pudding. 

1. Pood value of tapioca. 

Starchy food; may be used as substitute for potatoes. 

2. Economic value. 

An economic food; should be used freely, 

3. Cooking. 

Should be combined with milk, eggs, and fruit to make a 
well balanced food. 



Institute of Teachers 315 

4. Preparation of pudding. 

1. Ingredients. 

1 V2 tablespoon Minute Tapioca, % cup sugar. 

2 cups scalded milk, i^ teaspoon salt. 
2 eggs. 

2. Method. 

a. Cook tapioca in milk in double boiler until trans- 

parent. 

b. Add half sugar to milk and remainder to egg 

yolks and salt. 

c. Combine by pouring hot mixture slowly on egg 

mixture. 

d. Return to double boiler and cook until it 

thickens. 

e. Chill and flavor. 

I 
II. Corn meal mush. 

1. Food value of cereals. 

a. Rich in iron. 

b. Rank first among vegetable foods. 

c. Valuable in diet of children. 

2. Cooking of cereals. 

a. Stirred into boiling salted H2O. Stirred constantly. 

b. Cooked over flame for 10 minutes then in double boiler. 

Table for cooking cereals. 

3. Rolled oats, 1 cup; water, 1% cup; time. 3 minutes. 
Pettijohn's, 1 cup; water, 1 1/4 cup; time, 20 minutes. 
Rice, 1 cup; water, 2% cups; time, 45 to 60 minutes. 
Indian meal, 1 cup; water, 3% cups; time 3 hours. 
Oat meal-coarse, 1 cup; water, 4 cups; time 3 hours. 
Cream of wheat, 1 cup; water 3% cups; time 30 minutes. 

4. Serving of corn meal mush. 

Served hot with milk or cream or placed in mould, sliced 
when cold and sauted. 

Lesson 13. 

I. Sauted Corn Meal mus.h. 

1. Principles involved. 

a. Fat must be smoking hot to prevent absorption by food. 

b. Roll mush in flour to form brown crust on outside. 

c. Cook slowly if preferred crisp and dry. 

d. Crisco less harmful than lard. 

2. Serving of mush. 

Serve hot with maple syrup. 



316 Outlines of Lessons 

II. Cereal with fruit. 

1. Ingredients. 

% cup cream wheat, 1 teaspoon salt. 

% cup cold water, % lb dates, stoned and cut in pieces. 

2 cups boiling water. 
Method. 

a. Mix cereal, salt and cold H2O. 

b. Stir into boiling water placed on front of range. 

c. Boil 5 minutes, steam in double boiler 3 minutes. 

d. Stir in dates. 

e. Serve with cream. 

III. Baked apple. 

1. Proportions. 

8 sour apples. 
V2 cup sugar. 
% teaspoon cinnamon. 

2. Method. 

a. Wipe and core apples. 

b. Put in baking dish. 

c. Fill cavities with sugar and spice. 

d. Cover bottom of dish with boiling water. 

e. Bake in hot oven until soft, basting with syrup in dish. 

Liesson 14, 

I. Sweet milk griddle cakes. 

1. Proportions. 

a. 3 cups flour, % cup sugar. 

b. 1 Yz teaspoons baking powder, 2 cups milk. 
' c. 1 teaspoon salt, 1 egg. 

d. 2 tablespoons melted butter. 

2. Method. 

a. Mix and sift dry ingredients. 

b. Beat egg, add milk. 

c. Pour slowly on first mixture. 

d. Add butter. 

3. General rules. 

a. Cooked as soon as mixed or baking powder is lost. 

b. Cakes must be of right consistency. 

1. Should be % to % inch thick when cooked. 

c. Cooked on hot, greased, griddle. 

d. Poured from end of spoon to give good shape. 

e. Turned as soon as small holes appear on upper 

side. 

f. If browned before bubbles appear, griddle is 

too hot. 
' g. Cooked after turning until under side is well 
browned. 



Institute op Teachers 317 

II. Scalloped salmon. 

1. Classification of fish. 

a. White fish — fat secreted in liver. 
Cod, Haddock, Flounder, Smelt, Perch. 

b. Oily fish. 

Salmon, Ells, Mackerel, Bluefish, Herring. 

2. Food value of fish. 

a. Less stimulating than meat. 

b. White fish easier of digestion than oily fish. 

c. Oily fish should not be eaten by those of weak digestion. 

3. Preparation of scalloped salmon. 

a. Proportions. 

1 can salmon; 1 egg; 1 cup milk; 1 teaspoon salt; 
2 tablespoons fiour; % teaspoon pepper; 2 table- 
spoons butter; 1 cup crumbs. 

b. Method. 

1. Remove salmon from can, remove skin and bones 
and mash with fork. 

2. Make white sauce of butter, milk . and dry in- 

gredients. 

3. Add white sauce to salmon. 

4. Add beaten egg and mix well. 

5. Pour into buttered baking dish and cover with 

crumbs. 

6. Bake 15 minutes in hot oven. 

Liesson 15. 

I. Corn meal griddle cakes. 

1. Review lesson on sweet milk griddle cakes. 

2. Proportions. 

2 cups flour; % cup sugar. 

1% cups corn meal; 1% cups boiling H2O. 

1% teaspoon salt; 1 egg. 

1% tablespoon baking powder; 1^4 cups milk. 

3. Method. 

a. Add milk to boiling H,0 and hoil 5 minutes. 

b. Turn into bowl and add milk. 

c. Add remaining dry ingredients mixed and stifted. 

d. Add egg well beaten and melted butter. 

e. Cook same as sweet milk griddle cakes. 

II. Scalloped corn. 

1. Food value of corn. 

a. Protein food. 

b. Should not be served with dish rich in protein, meat, 

eggs, cheese. 



318 Outlines of Lessons 

2. Proportions. 

1 can corn, 1 Yz tablespoons butter. 

2 eggs. ' ' . 
1 teaspoon salt, 1 pint scalded milk. 

Va teaspoon pepper. 

3. Method. 

a. Mix all ingredients. 

b. Pour into buttered baking dish. 

c. Bake in slow oven until firm. 

Lesson 16. 

I. Plain muffins. 

1. General rules. 

a. Gather all materials together before beginning to mix. 

b. Mix quickly. 

c. Do not let mixture stand after liquid" is added to b. p. 

d. Bake in hot oven. Slow oven allows escape of C O^ 
• which lightens mixture. 

2. Proportions. 

3% cups flour; lYs cups milk. 

6 tablespoons baking powder; 3 tablespoons melted butter. 

1 teaspoon salt; 1 egg. 

3 tablespoons sugar. 
3. Method. 

a. Mix and sift dry ingredients. 

b. Add milk gradually, egg well beaten and melted butter. 

c. Bake in buttered gem pans 25 minutes. 
Mixture makes 3 muffins. 

I 

II. Salmon loaf. " , 

1. Review previous lesson on fish. 

2. Proportions. 

1 can salmon. 

1 cup bread crumbs. 

Vs teaspoon salt. 

% teaspoon pepper. 

1 tablespoon milk or cream. 

3. Method. 

a. Drain liquid from salmon. ' 

b. Remove skin and bone. 

c. Mash and mix well with seasoning. 

d. Add crumbs and cream. 

e. Place in buttered baking dish and bake % hour. 



Institute of Teachers 319 



Lesson 17. 

I. Graham gems. 

1. Proportions. 

1 cup Graham flour, 1 teaspoon salt. 
1 cup flour, 1 cup buttermilk. 
1 cup sugar, 1 egg. 
Vz teaspoon soda. 

2. Method. 

a. Mix and sift dry ingredients. 

b. Add milk gradually and egg well beaten. 

c. Bake in buttered gem pans 25 minutes. 

II. Corn fritters. 

1. General rules. 

Fat must be smoking hot in order to sear outside and 
prevent absorption by food. 

2. Proportions. 

1 can corn; 1 cup flour. 

1 teaspoon baking powder, 2 teaspoons salt. 
Vi teaspoon paprika, 2 eggs. 
.3. Method. 

a. Chop corn and add dry ingredients mixed and sifted. 

b. Add yolks beaten until thick and lemon colored. 

c. Fold in whites beaten until stiff. 

d. Saute in Crisco or lard. 

Lesson 18. 

I. Spider corn cake. 

1. Proportions. 

1 % cups corn meal, 1 teaspoon salt. 

2 cups sour milk, 2 eggs. 

1 teaspoon soda, 2 tablespoons butter. 

2. Method. 

a. Mix soda, salt and corn meal. 

b. Add well beaten eggs to milk. 

c. Add to first mixture and beat well. 

d. Heat frying pan and grease sides and bottom. 

e. Turn in mixture, place on middle grate in hot oven. 

f. Cook 20 min. 

II. Chili con carni. 

1. Proportions. 

1 can kidney beans. 
Vz can tomatoes. 

Ends of steaks a,iid l^ft over meats, 
' 1 t. salt. 

% t. pepper, 



320 Outlines of Lessons 

I 2. Method. 

a. Open beans 1 hour before using. 

1. airing improves flavor. 

b. Wasli meat with cloth wrung out of cold water. 

c. Cut in small pieces and sear in frying pan. 

d. Ingredients mixed and baked 1 hour. 

3. Food value of beans, 

a. Protein food — meat substitute. 

4. Economic value of dish. 

a. Beans economical because cheap and nourishing. 

b. Allows use of left over meats. 



Lesson 19. 

I. Bread crumb griddle cakes. 

1. Proportions. 

iy2 c. fine stale bread crumbs. 

1 y2 c. scalded milk. 

2 eggs, % t. salt. 

% cup flour 4 t. b. p. 

2. Method. 

a. Add milk to crumbs and soak until crumbs are soft. 

b. Add eggs well beaten. 

c. Mix dry ingredients and add to flrst mixture. 

d. Cook as other griddle cakes. 

II. Succotash. 

1. Proportions. 

1 can corn, 1 t. salt. ? 

1 can lima beans, V2 t. pepper. 

2. Method. ; 

a. Mix all ingredients. 

b. Cook slowly % hour. 

3. Food value. 

a. Beans and corn protein food. 

4. Economic value. '■ 

a. Economical because cheap and nourishing. * 

III. Chocolate Bread Pudding. 

1. Aim of lesson. 

a. To teach use of left over bread. 

2. Proportions. " 

2 c. stale bread crumbs, 4 c. scalded milk. ^' 

3 sq. Baker's chocolate, % cup. sugar. 

2 eggs, y4, t. salt; 1 t. vanilla. ;" 

3. Method. \" ' 

a. Soak bread in milk 30 mia. ^ 

b. Melt chocolate in saucepan placed OYer hot ^ater. 



Institute of Teachers 321 

c. Add % c. sugar and i/4 c. milk to chocolate. 

d. Cook until thick. 

e. Add to first mixture with remaining ingredients. 

f. Turn into buttered baking dish and bake 1 hour. 

g. Serve with Brown Sauce. 
4. Recipe for sauce. 

a. Ingred. % c. white sugar; 1^4 c. brown sugar; 2 

tb. flour, 2 tb. butter, 1 pt. boiling water, % t. 
vanilla; % salt. 

b. Method. 1. Melt butter in sauce pan. 

2. Mix dry ingredients and stir into butter. 

3. Add boiling water and cook 5 minutes. 

4. Remove from fire and add vanilla. 

Lesson 20. 

I. Baking Powder Biscuit. 

1. Proportions. 

2 cups flour; 2 tb. Crisco. 

4 t. baking powder; % cup milk. 

1 t. sal. 

2. Method. 

a. Mix dry ingredients and sift twice. 

b. Work in shortening with tips of fingers. 

c. Add liquid gradually. 

d. Mix to, soft dough. 

e. Toss on fioured board. 

f. Pat and roll to %" thickness. 

g. Shape with biscuit cutter. 

h. Place in buttered pan and bake 12 to 15 min. in hot 
oven. 

3. Principles involved: 

a. Dry ingredients must be well mixed to distribute bak- 

ing powder and give fine grained mixture. 

b. Exact amount of liquid cannot be determined because 

of differences in flour. 

c. Much rolling or stirring makes tough mixture. 

d. If baked in slow oven gas will escape before mixture is 

light. 

II. Veal birds. 

1. Food value of veal. 

a. Contains small amount of nourishment. 

2. Digestibility. 

a. Should not be eaten by children or those of weak 
digestion. 

3. Economize value. 

a. An expensive food because of small amount of nutri- 
ment. 

21— B. I. E. 



322 Outlines of Lessons ' 

4. Cooking. 

a. Must be well cooked. 

b. Served with peas or beans to give added nutriment. 

c. Served with acid food, tomatoes or lemon to five flavor. 

5. Proportions for veal birds. 

4 slices veal. 
1 slice salt pork. 
l^ cup cracker crumbs. 
1 egg. 

1 cup white sauce. 
1 tb. lemon juice. 
6. Method. 

a. Wipe veal with cloth wrung out of cold water. 

b. Remove bones, skin and fat. ; 

c. Pound until V^" thick. 

d. Cut in pieces 2 % " x Yz ". 

e. Chop trimmings of meat and salt pork. 

f. Add cracker crumbs and seasoning. 

g. Moisten with beaten egg and small amount of hot 

water. 

h. Spread each piece of veal with small amount of mix- 
ture. 

i. Roll and fasten with skewers. 

j. Roll in flour and saute in butter. 

k. Place in stew pan and cover with white sauce. 

1. Cook slowly 20 minutes. 

m. Serve on small pieces of toast. 

Lesson 31. 

I. Snow pudding. 

1. Proportions. 

1/4 box gelatine or 1 tb. granulated gelatine. 
■ i/i cup cold water. 

1 cup boiling water. 
" 1 cup sugar. 

% cup lemon juice, 
whites of three eggs. 

2. Method. 

a. Soak gelatine in cold water. 

b. Add boiling water and lemon juice. 

c. Cool, stirring occasionally. 

d. When thick beat with wire whisk until frothy. 

e. Add whites of eggs beaten stiff. 

f. Beat until stiff enough to hold its shape. 

g. Serve cold with boiled custard. 



Institute of Teachers 323 

Proportions. 
1 tb. gelatine. 
% c. cold water. 
1 cup boiling water. 
1 tb. lemon juice. 

1 c. sugar. 
Whites 3 eggs. 

Custard. 
a. Proportions. 

2 c. scalded milk % cup sugar 
yolks 3 eggs, % tsp. salt. 

% t. vanilla. 
Method. 

1. Beat egg slightly, add sugar and salt. 
• 2. Add hot milk, stirring constantly. 

3. Cook in double boiler, stirring constantly until it 
thickens. 
Important points. 

1. Custard will curdle if cooked too long. 

2. If curdled it may be made smooth by using Dover Egg 

beater. 

3. Eggs beaten slightly to give smooth consistency, 

4. Eggs and milk in combination cooked at low temper- 

ature. 



Lesson 22. 
Rolls. 

1. Principles involved in Bread Making. 

a. Function of ingredients. 

1. Sugar. 

Furnishes carbohydrate food for yeast plant. 

2. Fat. 

Furnishes fat for yeast plant. 

3. Milk and gluten in flour. 

Furnish protein for yeast plant. 

b. Conditions, necessary to growth of plant. 

warmth — 6 5 to 68 degrees Farenheit. 
food sugar, fat and protein. 

c. Kneading of bread. 

1. Kneaded with light quick motion. 

2. Kneaded to distribute air. 

3. If not well kneaded bread will be coarse grained. 

d. Rising. 

1. If risen too long bread will be coarse grained, may 

be sour. 

2. If not risen long enough bread will be soggy and 

heavy. 

3. Should rise until twice original size. 



324 Outlines of Lessons 

e. Baking. 

1. Time divided into quarters. 

a. First quarter bread sliould continue rising. 

b. Second quarter heat increased and bread be- 

gins to brown. 

c. Tliird quarter continue browning. ^ 

d. Last quarter lieat is reduced, bread finishes 

baking. 

2. Proportions. 

1 cup scalded milk. 
1 cup boiling water. 
1 tb. lard. 
1 tb. butter. 

1 yeast cake dissolved in 
1/4 cup lukewarm water. 

2 cups sifted flour. 

3. Method. 

1. Scald liquid. 

2. Add butter, lard, sugar and salt. 

3. Cool to lukewarm. 

4. Add V2 of flour and yeast cake. 

5. Beat well. 

6. Let rise until bubbles appear on top. 

7. Add remainder of flour. 

8. Pour out onto well floured board. 

9. Knead until smooth. 

10. Let rise until twice original size. 

11. Shape into rolls and set 1" apart in greased pan. 

12. Let rise until twice original size, 

13. Bake until brown in hot oven. 



Lesson 23. 

L One egg cake. 

1. Proportions. 

1/4 cup crisco, Vs cup milk. 
V2 cup sugar, 1 Vs cup flour. 
1 egg, 2 V2 t. baking powder. 
1/2 t. salt. 

2. Method. 

a. Cream shortening. 

b. Add sugar gradually and egg well beaten. 

c. Mix and sift dry ingredients. 

d. Add alternately with milk to flrst mixture. 

e. Bake in individual tins 20 to 25 min. 

f. Cover with Gelatine frosting. 



Institute of Teachers 325 

3. Frosting. 

a. proportion. 

% tb. boiling water. 
V2 tsp. granulated gelatin. 
% cup confectioner's sugar. 
V2 tsp. vanilla. 

b. Method. 

1. Dissolve gelatin in boiling water. 

2. Add sugar and flavoring. 

3. Beat until of right consistency to spread. 

11. Salad dressing. 

1. Proportions. 

1/2 tb. salt; 1/3 tb. flour. 

1 tsp. mustard; yolks of 2 eggs. 

IVz tb. sugar; 1% tb. melted butter. 

Pew grains cayene; % cup milk. 

% cup vinegar. 

2. Method: 

a. Mix dry ingredients. 

b. Add yolks of eggs slightly beaten. 

c. Add butter, milk and vinegar very slowly. 

d. Cook over boiling water until it thickens. 

3. Principles involved. 

a. Vinegar added slowly to prevent milk curdling. 

1. Milk curdles because casein is insoluble in acid. 

2. Milk and eggs in combination cooked at low tem- 

perature. 



326 Outlines of LESSOisrs 



21. Apprentice. 



SHOP MATHEMATICS FOR APPRENTICES. 



First twenty-four lessons. 



L. H. WOOD. 



Committee. 



L. H. Wood, Chairman, Beloit, 

LeRoy Schaeffer, Wausau. 

Levi Crocker, Milwaukee. 



Madison, Wisconsin, Sept. 1, 1914. 



The following outline has been prepared with the idea that it will 
be used simply as a basis upon which to build up the work in Shop 
Mathematics. Some pupils will take 24 lessons, to cover the amount 
of ground indicated, some will use more and some less, but after 
two years' experience teaching apprentices the writer feels that the 
outline as presented will about suit the majority of a class. This 
is ba&ed on the assumption that all pupils have finished at least 
the sixth grade of the public school. Where conditions are not as 
favorable as in Beloit the work would have to be started with 
simpler lessons gradually leading up to fractions. 

It is assumed that the outline will be used in connection with a 
book, or that It v.ill be worked out and given to a class in the 
form of notes that they can keep. The class will not stay together 
so the work will have to be entirely individual, or at least the class 
divided into several groups each working independently. 

The value of oral work with these boys must hot be overlooked, 
a sharp, snappy drill will do wonders to wake up a class and get 



Institute op Teachers 327 

their interest. A niglit school class can be given books and set to 
v/ork, but a day school class of apprentices will not as a rule ac- 
complish much unless interest is aroused in some way at the begin- 
ning of the lesson. 

The outline is based on an assumption of one lesson a week each 
covering a period of from 40 to 6 minutes. 



24 SUGGESTIVE LESSONS IN SHOP MATHEMATICS FOR 
APPRENTICES. 

Lesson I. 

Review of the essentials, of arithmetic up to fractions. This should 
be done by both oral and written work. The object of this 
lesson is to enable the teacher to become acquainted with the 
ability of the class. In all of the lessons whenever possible try 
to give some oral work. It tends to brighten up a class and 
get their minds to working. This oral work should be a review 
in addition and subtraction first, and then in multiplication and 
division. 

From this point the oral work can follow the daily lessons as 
fast as the class can advance. 



Lesson II. 

Fractions. — Meaning and uBe of Fractions explained. Careful ex- 
planation of the Numerator and Denominator. Drill in read- 
ing and writing simple fractions. Drill in the formation of 
common fractions. 

Example. — If a drill press operator has 59 pieces to drill and has 
completed 3 7 of them, what fraction of his work is done and 
what fraction of his work remains? 



Lesson III. 

Reduction of simple fractions to both higher and lower terms. This 
lesson is intended as an introduction to Addition and Sub- 
traction. Lesson I should be reviewed quite thoroughly. 



Lesson IV. 

Addition of simple fractions. Start with halves, fourths, eighths, 
etc., and iinally give a few problems bringing in odd denomina- 
tors. Introduce L. C. D. but give very little time to it and then 
only with reference to the ordinary shop fractions. 



328 Outlines of Lessons 



Lesson V. 

Subtraction of simple fractions. Use the common shop fractions 
first. Give a little time to a review of Addition. 



licsson VI. 

Review of fractions studied so far. Bring in here as many practical 
problems as possible, but be sure the principles are mastered. 

Ijesson VII. 

Multiplication of simple fractions. 

Lesson VIII. 

Division of simple fractions. Drill on these four operations in frac- 
tions by use of simple practice problems. Give all the time 
necessary to be sure the members of the class understand and 
can do these fundamental things. 

Lesson IX. 

Mixed Numbers — ^^explanation and uce, reduction of improper frac- 
tions to mixed numbers and the reverse. Reading, writing and 
forming of mixed numbers. 

Lesson X. 

Addition and Subtraction of Mixed Numbers. 

Lesson XI. 

Multiplication and Division of Mixed Numbers. 

Lesson XII. 

Review of fractions by means of practical problems. This may have 
to extend over two lessons. 

Lesson.„ XIII. 

Examination on Fractions. 



Institute op Teachers 329 

Lesson XIV. 

Decimals — Explanation of decimals as illustrated by U. S. money. 
Use of decimals — reading and writing. Changing of fractions 
to decimals. 

Lesson XV. 

Addition and Subtraction of decimals. 

Lesson XVI. 

Multiplication of Decimals. 

Lesson XVII. 

Divisions of Decimals. In all of these lessons on decimals use 
U. S. money to illustrate, as most of*the pupils are familiar 
with the operations when presented to them in terms of money. 

Lesson XVIII. 

General problems 'on Decimals. 

Lesson XIX. 

Review and continuation of general practical problems. 

Lesson XX. 

Explanation of Percentage. Uses — reading and writing. Changing 
of decimals into per cents. 

Lesson XXL 

Use of per cent in finding the part of a whole. Use practical prob- 
lems. 

Lesson XXII. 

Use of per cent in finding what part one number is of another. 

Lesson XXIII. 

Review of Percentage with practical problems. 

Lesson XXIV. 

General review of work covered, 



330 Outlines of Lessons 



L. H. Wood, Beloit. 

In the outline on Shop Mathematics it has been my endeavor to 
indicate the amount of ground to be covered in 24 lessons. This is 
based on the assumption that the apprentice Is to spend four years 
or at least three years in the school and that therefore there is time 
enough for him to learn some things well. I do not believe that he 
should be taken quickly over a lot of ground learning perhaps a 
few rule of thumb methods that, however accurate they may be, 
are generally adapted only to one or two cases'. If the apprentice 
is in earnest, and we are supposing that if he is not he will not last 
out his contract, he will want to go farther than we can take him 
with the small amount of schooling required by law. This knowl- 
edge he can obtain only through home study, night schools' or cor- 
respondence courses. Any of these ways take stick-to-it-iveness and 
a knowledge of fundamentals and it is just these basic things that I 
feel we should endeavor "to impart to our apprentices. If, we can 
teach him something of the value of knowledge, give him a little 
training in how to acquire knowledge and thereby lay a foundation 
on which to base this knowledge I feel that our work in mathe- 
matics or in any other subject will have been well worth while. 

The elementary work covered by these first 24 lessons can be 
taught these boys without any great effort at correlation. Most 
of the apprentices will study mathematics for the sake of learning. 
They know they cannot add up a row of fractions and do it quickly 
and accurately or figure out a time card or cost ticket and most 
of them realize that this lack of knowledge handicaps them. Of 
course I do not favor conducting the work as it is done in the grade 
school arithmetic, these boys must have problems based on shop 
work and shop and business conditions with which they are fa- 
miliar. I have found that anything in the way of a competition al- 
though pimply on abstract problems will add a great deal to the 
interest of the class. Timing a series of examples or racing one 
half against the other half or two boys one against another seems 
to be an incentive to greater concentration. The practical shop 
problems will get the best results but these other things add in- 
terest and a snap to the class work. 

There are no specific problems' given in the outline nor is the 
method of presentation indicated. These things must depend upon 
the teacher and upon the pupil. The apprentices are of all nation- 
alities of all trades and from all conditions of life and schooling so 
that each individual becomes a problem in himself and must be 
handled as such if the best results are to be obtained. 

Just how this individual work can be accomplished by the teacher 
I am not ready to say. I have tried three ways none of which 
have seemed to fill the requirements. I have attempted to devote 
most of my time to the poorer pupils but this did not work at all 



Institute of Teachers 331 

besides being unfair to tbose who were capable of advancing faster. 
Then I have tried giving each boy a text and allowing him to go 
as fast as possible, this has seemed to answer quite well except that 
I have not been able to find a suitable text. The third scheme and 
perhaps the most successful in my work has been to carry the Arith- 
metic over into the drawing class for those who were behind and in 
that way give them additional personal instruction. If you will 
turn to page 265 I will add just a word in explanation of the les- 
sons as given. At the bottom of the page oral work is mentioned. 
I wish to emphasize this in particular as I believe it to be one ol' 
the most successful ways of beginning a class in Mathematics. It 
works up the boys, stimulates their minds and puts a snap and go 
into the work that nothing else I have tried has been able to do. 

The first lesson is simply a review to enable a teacher to size 
up a class and get the work under way. It may be necessary to 
give this more than one lesson but I feel that it is a necessary step 
at the beginning of the work. Fractions are then taken up as ap- 
plied to the shop and carried through 12 lessons. This may seem 
too long a time but I should say that if I were to make a change I 
Avould increase instead of diminish the allowance. Fractions are 
followed by 6 lessons in decimals including U. S. money. Then the 
subject of percentage is taken up and carried for the remainder of 
the time. Note that the outline can be easily divided into several 
groups of lessons or units of work, each of which must be mastered 
before the pupil can advance to the next. If the subject matter 
can be presented to the class in the form of notes or a text, this 
division will add a competitive spirit to the work which as I have 
stated before adds greatly to the interest and life of the class. 
To sum up briefly the important points to remember: 

1. Start each lesson with some oral work. 

2. Get the confidence of the class. 

3. If possible work up a spirit of competition in the class. 

4. Try to have the work arranged so that the poor pupil does 
not retard the strong. 

5. Arrange a means by which you can give the poor pupil more of 
your time to help him to keep up with the majority of the class and 
so not be lost entirely. 

6. Go slow enough to be sure the class has comprehended the 
work covered. Do not try to cram in a lot of unrelated facts but 
build up a foundation on which the pupil can build all through his 
life. 

7. This outline follows closely the old form of an Arithmetic 
and for that may be criticised. However it is my thought that the 
work to be covered is simply fundamental and that the outline is 
more or less fixed it being the province of the teacher to present 
the subject in the manner best suited to his individual class. 



332 Outlines of Lessons 



22. Permit. 



APPLIED MATHEMATICS FOR PERMIT BOYS. 



First twenty-four lessons. 



A. H. GRAHAM. 



Committee 



A. H. Graham, Chairman, Racine, 

Herbert C. Snyder, Stevens Point, 

S. B. Tobey, Wausau. 



Madison, Wisconsin, Sept. 1, 1914, 



Grading the boys. 

Grading the Boys. 2 Lessons. 
Applied Work. 

(a) Where left off in school. 

Why left school. 

What line of work he expects to follow. 
What he aims to do in order to fit himself for his life 
work. 

(b) Drill in Multiplication and Division. 

Eradicate as far as possible bad metheds 



Eff. 4425 X 2005 = 4425 


and 21 x 425 


= 21 


2005 




425 


21125 




125 


0000 ) 




42 


0000 f 


unnecessary 


14 


■ 8850 




. 






8945 


8871125 






Similar ones in Division 







Institute op Teachers 333 

Fractions. 4 Lessons. 
Applied Work. 

(a) Oral drill in factoring. 

(b) Concrete problems in addition, subtraction, multiplica- 

tion and division of fractions applied to mechanical 
drawing, pattern making, carpentry, turning etc. 

3Ioney and Deciiuals. 4 Lessons. 
Applied Work. 

(a) Making out pay rolls. 

(b) Cost of material on certain jobs. 

(c) Making out Time cards. 

(d) Estimate how much a boy could earn. 

(e) Estimate how much a boy could save. 

(f) Emphasize pointing off in division. 

(g) Drill on pointing off. 



Measures. 4 Lessons. 

(a) Find the number of square feet in floor, sides and ceil- 

ing of school room. 

(b) Compute cost of plastering, painting, papering, etc. 

(c) Have pupils construct rooms of different dimensions. 

Find square feet, square yards, etc. 

(d) Find cost of paving sections of streets. 

(e) Surfaces of side walks. 

(f) Cubic. Emphasize cubic yards. 

(g) Estimate lengths, heights, etc. 

(h) Approximate answers teaches boy to use judgment. 

Board Measure. 4 Lessons. 
Applied Work. 

Lack of knowledge in feet, yards, inches', and fractions of 
each. 

(a) Find the number of board feet in desks, blackboards, etc. 

(b) Find the number of board feet in bookracks, kitchen 

tables, taborets and different articles made in shop. 

(c) Figure cost at price per foot. 

(d) Find the number of board feet in frames of houses. 
Estimate cost. 

Circular measure. 4 Lessons. 
Applied Work. 

(a) Find the circumference when diameter is given. Work 

from bicycle wheel. 

(b) Find diameter when circumference is given. Work 

from bicycle wheel. 

(c) Show pupils exactly what is meant by speed. 



334 Outlines of Lessons 

(d) Find speed of grind stone. 

(e) Find speed of pulley on electric motor. 

(f) Find speed of one pulley belted to another. Gears the 

same way. Eg. lathe pulley. 

Percent. 

In order to awaken an interest in the subject of percent and 
also to give a practical application, which interests nearly 
every American boy and many of the girls, I find that the 
following method or presentation is practical. 

Place on the blackboard a standing of a Wisconsin-Illinois or 
any other baseball league. Thus, 
Wisconsin Illinois League Baseball Standing August 6, 1913. 



Team 


Games Played 


Games Won 


Games Lost 


Percent 


Oshkosh 


104 


65 


39 


.625 


Racine 


104 


58 


46 


.558 


Green Bay 


110 


61 


49 


.555 


Rockford 


113 


55 


48 


.534 


Fond du Lac 


104 


55 


49 


.529 


Madison 


109 


53 


56 


.486 


Wausau 


108 


40 


6S 


.370 


Appleton 


107 


39 


68 


.364 



Have the pupil realize what percent is reckoned on. As — games 
played, is the base on which we reckon the standing or percent of 
our team. The games won are percentage of success compared with 
other teams. For example, Fond du Lac has played 104 games,' 
and has. won over half of them. The average boy can then be lead 
to see that Fond du Lac must have a standing of at least 50%. 
When this approximation can be made it is quite easy for the pupil 
to work out the exact percent of standing. This is the rate percent 
of Fond du Lacs success. 

When the pupils have the workings of percent well in hand erase 
certain figures in the above standing and have them supply the 
missing figures. Example, — In case of Oshkosh erase number of 
games played; Racine erase number of games won; and of Green 
Bay erase the percent standing. This will test their knowledge of 
percent. 

Follow this up with such problems as: 

1. In a certain grade of aluminum a quantity of 660 pounds, 15% 

of some other white metal is used as an alloy. How much does 
the alloy weigh? Here he has base and rate percent giren to 
find percentage, which is 9 9 pounds alloy. 

2. I have 28 4 pounds of scrap iron. 35i/^ pounds are steel. What 

percent of scrap iron is steel? Here we are given base and 
percentage to find rate percent, which is 12^^. 



Institute of Teachers 335 

3. $37.50 is 25% of my money. How much money have I? Here 
we have percentage and rate percent given to find the base. 

To advanced pupils a little work in Commercial Discount would 
be advisable. Especially where the pupil has been a High School 
student, and has secured an office position which holds out some 
future to the worker. 

This is only one way of presenting the subject of percent so that 
the pupil will really feel that he is using or applying the instruction 
which he has received on the subject in the public schools. If the 
pupil has not had sufficient training in the subject of percent, he 
v;Jl! more easily grasp what the subject means when he applies it 
to the baseball league standing. 



APPLIED MATHEMATICS FOR PERMIT BOYS. 
A. R. Graham, Racine. 

It is the general opinion of most teachers of arithmetic that it should 
go hand in hand with mechanical drawing. That is, the teacher of 
arithmetic for permit boys and also for apprentices, should have charge 
of the drafting and mechanical drawing as well. In this way more ap- 
plied work can be done, whereas if another teacher has arithmetic work, 
it becomes rather prosaic and there is danger of its getting back to the 
method used in the public schools, which the boys do not seem to like. 
By- having the drawing teacher take care of the arithmetic work, the 
class in arithmetic can do more practical work. Any method of pre- 
sentation that catches the interest of the boys is the one to use. 

The great trouble with all of us is, — where can we find practical arith- 
metic problems for these boys in the continuation school. It seems that 
the majority of arithmetic on shop mathematics are too hard for permit 
boys. The subject matter relating to the problems is very interesting 
but the problem itself is too advanced. We are anxious to learn of 
books on shop mathematics that are suitable for permit boys or even 
apprentices, because the majority of apprentices are not so well off 
when it comes to mathematics, as the majority of permit boys. 



336 Outlines of Lessons 

A DISCUSSION ON CONTINUATION SCHOOL ARITHMETIC. 
W. W. Dixon, Eau Claire. 

If the pupil has completed the eighth grade, he may not wish any- 
more arithmetic. If he does, test him. If he is skillful in handling 
numbers in the four operations in easy whole numbers, easy common 
fractions, and easy decimals, that is sufHcient for general purposes. 
If he can not pass such a test at the 90% point, and in reasonably 
quick time, he shall be practiced further on arithmetic of this kind. 
The time element shall enter into all this work. Each lesson shall 
be timed. The pupil shall have more arithmetic if he and his home 
wish it, but any further work for him should be special. The work 
shall be both oral and written. 

This is Continuation School work. It shall be given individually. 
It is the work that should have been completed in the public school 
grades as a matter of mental development in the quantitative aspect 
of mind. Furthermore, the child shall be held responsible for arith- 
metical calculations which may arise in his practical school work. 
Skill is the ideal in this work, that is accuracy within the time set. 
Rapidity and accuracy in process work shall be the aim. Drill for 
accuracy; drill for rapidity upon processes that have been made ra- 
tional. Where a rule is necessary, state it orally, and then write it. 

Thirty-two lessons shall constitute the work of the permit pupil. 
These problems have been tested by sixth and seventh grade pupils. 
The average time is given. The pupil should be drilled on each les- 
son vmtil he can do the work accurately within the time set. First 
rationalize, then drill. - * 

The object of this work is to train attention, and to develop skill 
in the processes involved with easy numbers. Mental development is 
the end sought. After these ends have been attained; when the habits 
of accuracy, rapidity, and concentration in number manipulation 
have been established; when the mind is more sure of itself; then it 
is time to hold it responsible for applied or practical applications in 
arithmetic, but not to any great extent till these have been accom- 
plished. 

This training and discipline is necessary that there may be mental 
preparation for the practical work which is to follow in life. Other- 
wise there is no foundation, quantitatively considered, upon which to 
act. 

Hand arithmetic is slow. The mind travels faster than the hand. 
Shop arithmetic is hand arithmetic; i. e. the problems that arise in 
the construction of work. The mind should be drilled on the me- 
chanics of number — the process, after the process has been made ra- 
tional. The first thing to be accomplished in arithmetic in the con- 
tinuation school is to train the child to concentrate — to give attention 
to — to apply — to fix his attention — to focus — to think. The second is 



Institute op Teachers 337 

to apply practically what has been learned. The first is necessary for 
the second. The first is the means; the second the end. 

One can not carpenter until he has learned how to use tools; he can 
not measure accurately until he has become skillful in the elementary 
processes involving number. It is impossible to be accurate in meas- 
uring until the processes have become so well learned that their use 
is mechanical. After that has been accomplished, the mind is left 
free to reason in its effort to apply units of measure through the pro- 
cesses. Of course one can measure by the rule of thumb way, tne 
same as an Indian measures time in the hunting season by so many 
moons. 

Processes and units of measure must be learned before one can 
measure accurately. Number is put into objects. Number is not in 
objects. Number is in the mind. If there were no mind there would 
be no number, the same as if there were no eye there would be no light, 
nor no ear there would be no sound. Number is psychical. Seeing 
cannot arise without motion, nor hearing without motion, nor number 
without arrangement of objects. 

Number ideas and processes arise only by doing things. With 
children they can not be grasped by abstract thought. Here is the 
great sin in number teaching. Light is the effect produced upon the 
'optic nerve by vibrations. Number is the elfect produced upon the 
mind by mere repetition of the measuring unit when applied to a 
magnitude. Light is abstract; so is number. 

Every problem should proceed (1) the total magnitude, (2) the 
unit of measure, and (3) the ratio. The ratio idea is number. It is 
abstract. Limit, measurement, is fundamental. There must be a 
magnitude to be measured, and a unit be applied to the former be- 
fore the idea of number can arise. Repetition of the measuring unit 
is necessary. Nmber arises from measurement. 

The psychological law is first the use of the process in a natural, 
rational, concrete, objective way; and then, after it has become famil- 
iar, abstract recognition of it, and drill on the process to fix the me- 
chanics of it into a habit. The rational recognition of the process in- 
volves the exercise of judment, while drill on the abstract process 
helps the memory. 

First and always, present the process objectively, rationally, con- 
cretely, naturally; and then, drill abstractly, mechanically, to fix the 
process in the memory. 

The omission of the rational presentation of the process is one of 
the weak sides of number teaching, that is, time is spent on the me- 
chanics of a process, which the mind has not fully grasped, as to ex- 
act measurements, that is, the way (process) in which the measuring 
unit is applied to the whole is not clearly visualized. The "times" 
idea is number. A child's mind must be given time to abstract and 
generalize. Abstracting, generalizing, relating, can not be forced by 
a teacher. They arise only to meet a practical need. In due time 
such practical occasions arise. Then is the time to teach the pro- 

22— B. I. E. 



338 Outlines of Lessons 

cess. When the need arises, the child is interested; otherwise ne is 
not. , 

Steps in Number Teaching. 

1. A need for a process should arise before a pupil. 

2. The process should be taught to the child rationally. 

3. The child should then apply the process to practical problems, 

4. The child should be drilled upon the mechanics of the process 
to fix it into a mental habit. 

5. Frequent reviews should be used to see if the habit has been 
established. 

This method of teaching will exclude the idea of using many prob- 
lems. A few problems well chosen and these well drilled upon, is the 
idea. When the processes have been rationally presented and under- 
stood by the pupil on a few well chosen problems; when mental habits 
have been established by drill and practical applications upon these 
few representative problems; when review tests show that the child 
understands the process and can apply it practically and explain it, 
and has remembered it; then the teacher's work has been well done. 

Wm. W. Dixon, 9-25-1914. 

I am indebted to Dr. Dewey for some of the above ideas. 



Institute of Teachers 339 



23. Permit. 



BUSINESS PRACTICE FOR PERMIT GIRLS. 



First twenty-four lessons. 



LYDIA BROADBENT. 



Committee. 



Lydia A. Broadbent, Chairman, Neenah, 

Hattie Mordell, Chippewa Falls, 

Gertrude L. Brandt, La Crosse. 



Madison, Wisconsin, Sept. 1, 1914. 



In preparing this outline, an attempt has been made to meet the 
demands of the various localities. In some cities, the lessons would 
have to be very simple, and perhaps some parts would have to be 
omitted entirely; while in other cities, they could be made more 
extensive. It seems that the general idea could be worked out in 
any city with any class, the scope varying with the capability of the 
pupils. The aim has been to meet the demands of the working 
girl. 

In the education of the working girl there is a two-fold demand 
to be met; that of giving preparation for her temporary calling, and 
that of fitting her to meet the requirements of her future career as 
a home maker. 

I. Preparation for temporary calling. 

There are certain phases of business practice, aside from those 
which fit a working girl for her duties as a home maker, 
which are absolutely necessary for her in her every day 



340 Outlines of Lessons 

life. These are outlined under B. "Permit . Sug- 
gestive Lessons in Business Practice for Girls" by Lydia 
A. Broadbent, and need not be repeated here. 

II. Preparation for future career as a homemaker. 

All matters pertaining to the management of the home is 
business practice for girls. How to spend wisely is, per- 
haps, the most difficult problem of the household, and 
should have careful study. In these lessons are given 
simple methods of household accounting and the basis for 
a correct division of income. The management of the 
household is discussed from the standpoint of the average 
family. 
It would be impossible to treat both of these subjects to any 
great extent in twenty minutes per week, and so in order to allow 
as much time as possible for the second, it would be advisable to 
bring out the former in other classes. For instance, the business 
letter could be taught in connection with the tvork in English; a 
review in arithmetic could be made practical in the class in cookery 
and sewing as suggested in the outline; etc. Then the latter topic 
also could be extended and correlated by the work in the other 
classes, especially the cookery and sewing. 

Topics Treated. 

I. The home. 

1. Economic importance. Homemaking and "Housekeeping a 

business." Relation to business world. Training and busi- 
ness methods necessary. 

II. Home expenditures. 

2. Accurate record of great importance. Value of classifica- 

tion. Methods of classification. Division of income. 
General basis suggested. Comparison of budgets, varia- 
tions noted. 
3 — 7. Methods of classification. 

a. Food — Sources of wide variation in expenses. 

Needful and unnecessary expense, standards for 
income. 

b. Housing — Bought or rented. Conditions, favor- 

able and otherwise, for each, and necessary 
economic considerations in either case. 

c. Operating expenses. — Necessity of consideration 

and calculating. 

d. Clothing — Primary object, obstacles. Avenues to 

excessive expenditure, preventive measures. 

e. Higher life — Importance, paying investments. 

Value of some provision of saving. 



^ Institute op Teachers 341 

III. Household accounts. 

Value in all business concerns unquestioned. 
8 — 12. Departments. Only simple book-keeping necessary. 
For class made up of pupils who have finished eighth 
grade: — 

Illustration of simple debit and credit; other 
valuable aids. Daily totals, journal, ledger, 
balance sheet. Vouchers and inventory. 
Various Methods. 
For less advanced class — fifth to eighth grades: — Re- 
view in four fundamental operations in arithmetic. 
Practical review using concrete problems. 

8. Addition and subtraction. Problems using bills of 
goods, calculating change, etc. 

9. Multiplication. Review of tables. Problems such as 
9 yds. ribbon @ $.10, 12# sugar @ $.06. 

10. Division. Division of recipes. 

11. Percentage. Cost of meals, garments, etc. 

12. Simple method of keeping accounts. 

Time given to this review depending on capability of 
pupils. Much -of this could be worked in with all 
the other work, such as cookery, sewing, etc. 

IV. Bank account. 

13. Advantage.- Method of depositing, pass book, checks, 
endorsements, stubs. 

V. Buying of supplies. 

14. In general. Advantages of thrift and foresight; buying in 

quantity, storage, comparison of best and poorer grades, 
quality versus quantity. 

15. Li&t of average cost of household furnishing, marketing. 

Use of telephone. Value, of personal selection. 

16. Meats. Cuts. Comparative prices and values. 

17. Vegetables. Comparison of co&t and value in season and 

out of season. Canned. 

18. Fruits. Groceries, etc. 

VI. System. Necessity of organization. Ease of systemized work 

versus discomfort of unorganized. 

19. Methods of organizing and directing a household. 

20. Effects of system on helpers, children, and personal com- 

fort. 

21. Planning of a day's work; a week's work, etc. 



342 Outlines of Lessons 

VII. Domestic service. 

Relation to economics in general. 

22. Advantages and disadvantages compared with other 

kinds of work. 

23. Employer's point of view. Employee's point of view. 

Present situation. 

24. Apparent tendencies. Specialization. Training- and 
classification of labor. 

Signed by: 

Lydia A. Broadbent, 
Hattie S. Mordell. 



ADDRESS OF HATTIE S. MORDELL. 

Business Practice that will fit the girl to meet the requirements of 
her future career as a home maker. 

The management of a home and the care of a family is a business 
and a very complex and difficult one to master. 

How to spend wisely is perhaps the most difficult problem of the 
household and one that needs most careful study. As the economic im- 
portance of the home is more fully realized the business side of home 
making is emphasized. 

We see all around us the results of poorly managed homes. The 
reason why so many women fail at just this point, is from lack, in 
their early life and education, of the training which develops business 
ability. 

In preparing this topic I have kept in mind not only the permit girl 
but also the girls that come all day or part time as conditions may be. 
In treating the topics that suggest themselves under this division of 
the work, I would begin with a talk on "Home" for it has always been 
true that the supreme struggle of humanity is to maintain the home. 
This means shelter, food, clothing and some degree of comfort for all. 
And we must admit that many homes in our communities and homes 
from which our girls come, bear great burdens and are sadly in need 
of inspiration and outside help. To a teacher the topics as outlined 
here suggest themselves as to presentation. The economic importance 
of the home, emphasizing homemaking and housekeeping a business, its 
relation to the business world and training and business methods neces- 
sary. Knowing your girls, the homes they represent, your community 
in general and what the ideal conditions of a home may be, this can be 
made a most impressive lesson. 

The second lesson — Home Expenditures: Taught from the stand- 
point of the average family. Simple methods of household accounting 
should be taught arid a correct division of income emphasized. Empha- 
sis being placed upon keeping accurate records of all expenditures, "VV§ 



Institute of Teachers 343 

all know that there is far more money earned in the majority of fami- 
lies than is wisely spent. The error is frequently careless expenditure, 
a misuse rather than lack of money. The old adage, "A penny saved 
is a penny earned" is an excellent adage to apply, also that 'one cannot 
have his money and spend it too.' Our girls dont seem to weigh the 
limited of purchasing power of money; if it goes to gratify one desire, 
another must be denied. In our teaching of cooking and sewing with 
our girls we have opportunity to emphasize the various avenues of ex- 
penditure in uie home and to teach the need of exercising foresight in 
order to get full money value for each outlay. 

Miss Richardson says in her article, "The woman who spends": "The 
woman who longs to get where she won't have to count every penny 
will never have her longing satisfied until she makes every penny 
count." 

Because of the various avenues for expenditures in the home, simple 
home bookkeeping should be taught, for if the housewife is a careful 
manager, she will want to know what becomes of the money. She 
will be interested in knowing how much of it is spent for clothing, how 
much for fuel, how much for table expenses, how much for rent, how 
much for papers and books, and for many other things that will occur 
to her if she begins to keep accounts. 

She may very easily know this by having a little blank book which 
need not be more than 6" in length by 5" in width. At the top of one 
page she may write "Table Expenses," and under this enter the cost of 
everything which is used for food. At the head of other pages she may 
write, "Clothing, Fuel, Reading, Sundry Expenses, etc." and under these 
different headings enter dates and amounts and articles bought. If 
she run-s a bill at the grocers and butchers it will be sufficient to enter 
the total amount of such bills in the table expense Account when paid, 
as she can refer to the bills for the items. We kept accounts of this 
nature in connection with our work last year. I made out memoranda 
household expenses for the different months of the year and had the 
girls open accounts showing how much was spent for clothing, table, 
fuel, reading and Sundry expenses. We used ruled note paper for this 
purpose. 

Thus the girl is led to see how the home has a close and intimate re- 
lation to the business world in general. How the housewife in her pur- 
chases comes in touch with retail trade of almost every variety and 
aids her contributions. By making use of the bank, she shares in the 
interests of one of the large business enterprises. With a surplus to in- 
vest, she has to do with still another branch of the business world. So 
to conduct any and all of the home interests in the most efficient and 
successful manner requires as thorough training as for any other line 
of business. 

A good way to bring the interests of a home to the girls in school is 
to start the keeping of Home books. I know from my own experience 
that a girl dreams and plans for a home that she is going to build some 
day, one in which she can give expression to her own individual tastes, 



344 Outlines op Lessons 

We not only keep formulating plans of our own home, but watch our 
friends' experiments with eager eyes. Taking advantage of this idea I 
started the keeping of what we called, "Our Home Book" with my per- 
mit girls. 

We made our books of mounting board, rather large and flat. On the 
first double page we placed a picture of our house, sketched the floor 
plans and arranged everything to each girls seeming satisfaction, exer- 
cising as much originality and common sense as Dossible. arranging 
rooms so as to save steps and with a generous supply of closets and 
cupboards. Some girls desired to live in the country, others in a city, 
each telling the class where she intended to build and why and just 
what expense she had planned on to meet the cost of building. 

In "connection with our English work, I had the girls send to paint 
houses and furniture houses for catalogues of supplies and price lists. 
So before we commenced furnishing the house material to work on was 
at hand. 

Colored diagrams of different rooms were at hand for all the girls, 
showing color scheme and arrangement of furniture. So giving a page 
of the book to a room, pictures were pasted in. We took notes on the 
finish and color scheme of the woodwork, walls and floor, on material 
and color and design of curtains, rugs and cushions, and list of pic- 
tures on the wall. Placed pictures and sketches of the various articles 
of furniture in envelopes, priced each article and estimated the cost of 
each room. We spent a great deal of time on our kitchen, for to all it 
seemed the most important room in the house, for whether the house- 
work is to be an easy task or a burdensome one depends to a great ex- 
tent upon the kitchen arrangements. So we placed everything to save 
time and strength, discussing everything from a built-in-cupboard to a 
handy draining board. 

Only the necessary things for each room purchased at a reasonable 
price. Pupils brought all sorts of clippings and pictures from papers 
at home, suggestive and helpful along this line. Besides those which 
belonged to the house proper they brought pictures of attractive porches, 
well planned lawns, and gardens and notes on harmonious color 
schemes for the exterior of houses in various surroundings. 

This book to my mind has its practical as well as sentimental value. 
For although the girls m.ay never attain a home of this kind, lessons of 
this nature will help to crystalize and develope more practical ideas of 
an ideal home. The girls would come to school early and stay after 
school at night to finish these books and expressed their desire to keep 
them and to add to them from time to time. 

Before I started the work on our Home Books I worked out an out- 
line of subject matter to be taught. Made stencil copies of this out- 
line and presented each girl with one. Assigned the points to be talked 
about in each lesson and assigning some one thing to be prepared by 
each girl at the next lesson. I secured all the books at the public and 
school library on these home subjects and referred the girls to separate 
topical chapters to be prepared outside of school. So while the class 



Institute OF Teachers 345 

recitation was going on the girls actually taught each other for not 
more than one had prepared the same topic. 

I had the same group of girls two afternoons a week, the first eighty 
minutes were devoted to this work. For we correlated all our work 
around that as a center. Then the second period of eighty minutes was 
given up to cooking one afternoon and sewing the other afternoon. 
With our cooking and sewing talks we brought in the needful and un- 
necessary expenses of the home. After all was arranged most economi- 
cally we considered some provision for saving. "We studied the keeping 
of a bank account in connection with our arithmetic work. 

As the result of this experience with the Home Book, I felt how much 
more effective our work could be if we had a home for this work. The 
actual expression to be given to this work and react upon the girl in 
her home relation and occupation. So I presented the situation to the 
Mr. Brewer, our Superintendent, and the Local Industrial Board of 
Education who agreed to rent a house in the neighborhood of the high 
school and equip it for work of this kind. 

So this gave the girls an opportunity, then, to actually help to make 
the plans to furnish a real home. Our work in sewing for the last two 
months was the making of curtains, decorations and towels and linens 
necessary for our home. So the girls actually saw the problems talked 
of in our Home Books carried out. Next year all our teaching with the 
girls will be carried out in this home school instead of in the school 
room as before. 

Our school is suitable in itself and its location for work of this kind. 

It is an eight room house with arrangement of rooms, well adapted 
to this new enterprise, including two large halls, living room, sewing 
and fitting rooms, dining room, two bed rooms, kitchen and bath room. 
A room for laundry work and further kitchen accommodation are to be 
arranged for. 

We call it the Home School for it conveys the meaning — a school with 
the emphasis upon the spirit of, and its motives for the home. 

We hope to enroll a large family of girls, each feeling the necessity 
of work and everyone having some part of the household duties to per- 
form. Homely virtues and wise expenditures and making much of little 
will be practised as well as helpfulness and kindly consideration for 
rights of others. 

The home in all its plans and furnishings has been kept simple and 
inexpensive and not beyond the comprehension or ability of the girls to 
realize in their own homes. This will give the girls an opportunity to 
experience the joy of work well done apply the lessons learned and skill 
acquired, will learn to love simplicity and well ordered home like ac- 
tivities. So because of these opportunities the Home School is bound to 
affect the present and future lives of the girls who come within its in- 
fluence. Our school will offer a course in sewing, cooking and house- 
keeping. Classes meet daily, classes in millinery and home nursing 
will be conducted and opportunity to take piano, painting and drawing 
lessons will also be provided. Through this instruction we hope to give 



346 Outlines of Lessons 

the working preparation for her temporary calling and fit her for her 
future career as a home maker. We expect to teach the girls by group 
instruction, showing how all the work in the home may be done by 
members of the family working together along some systematic plan 
and then the serving of meals, reading and other forms of recreation 
it is possible to show how the social side of home life may be developed 
and made to include varied interests. 

Records of each girls work will be kept and a rotation of occupation 
planned to give the members of the division an opportunity to do all the 
work outlined in the course. The school will offer the girl means of giv- 
ing expression to all her feminine talents, showing what may be accom- 
plished in any home through well-directed effort, preaching economy 
and thrift. 

Attractive articles of furniture to be used in the home will be made. 
Jellies, pickles, preserves, etc. made. Sales of articles made at school 
will be conducted by the girls from time to time as well as sales and 
exhibitions of art and needle work. Outside sewing will be taken in 
by advanced students and meals served occasionally. 

The school will also serve as an employment bureau. The public will 
be benefitted by being able to draw on us for help in the homes or fac- 
tories. 

This school is open to any girl who has at least five years of public 
or parochial school training. They may attend all day or part time. 
All girls who have left the grades or High School may enter this prac- 
tical home making course. All girls under sixteen and employed on 
permit are required to attend two afternoons a Aveek as well as girls un- 
der sixteen staying at home and not attending any school, either part 
time or all day as conditions may permit. Girls over sixteen working 
at home may enroll and become members of the school attending either 
all day or part time. Girls living in the country desiring to take ad- 
vantage of this course may make arrangements to attend whenever 
possible. These are our plans and as the school is an experiment its 
success will be talked about some other time. The plans seem good to 
me for the girls can get a liberal amount of practise in the various 
home duties before assuming the cares of a home of her own and get- 
ting practical experience, before marriage. The American Kitchen 
magazine in its article on Housekeeping on a Business Basis, remarks, 
"Whenever one's knowledge of a subject has passed the stage of drud- 
gery and becomes a science its performance immediately becomes a 
pleasure." So to summarize: A knowledge of the laws of health and 
understanding of the sanitary requirements of the house, the study of 
values, of the various articles used in the home including food, the 
wise expenditure of money, time and energy, the scientific principles 
underlying the selection and preparation of food, the right care of 
children, both physical and mental: — The ability to secure efficient serv- 
ice from others and practise in the different household arts constitute 
business practise for girls all of which are required before the house- 
wife can be considered mistress of her home. 



Institute of Teachers 347 



DISCUSSION OF OUTLINE ON BUSINESS PRACTICE FOR PERMIT 

GIRLS. 

Lydia a. Broadbent. 

In preparing this outline on Business Practice for Permit Girls, we 
tried to make out a set of lessons, the general idea of which, could be 
worked out in any community. We endeavored to keep the following 
points distinctly before us: 

1. That every locality is a distinct problem in itself, and that while in 

some cities the lessons would have to be very elementary, yet 
in other communities, the work could easily be made more ex- 
tensive. 

2. That the lessons should be correlated with other work, such as cook- 

ing and sewing. In relating and combining Business Practice 
with the other phases of the work however, each lesson ought 
to be as definitely planned as if it were the only subject to be 
treated. We cannot over-emphasize the fact that every lesson 
in every subject must be as definite and concise as possible, and 
that all unnecessary material must be eliminated. Every min- 
ute which the permit girl spends in school is precious and must 
not be wasted. 

3. That -the lessons must meet the demands of the working girl. 

4. That the demands of the working girl include two main divisions: 

that of preparing her for her temporary calling, and that of 
of fitting her for her future career as a home-maker. 

My experience of last year in this subject dealt considerably with the 
temporary calling of the girl. This was due to the fact that so many 
of my girls were unable to handle the most common phases of Busi- 
ness Practice which are absolutely necessary in every-day life. I fol- 
lowed the outline which I presented last year rather closely; but I 
gave more time to the work on arithmetic than many localities would 
demand. 

The second part of topic III of our outline, p. 275 of Bui. 10, deals 
particularly with the arithmetic phase of the plan which I attempted to 
carry out. I gave a review in the four fundamental operations in arith- 
metic, in which I used concrete problems from the experience of the 
girls. Sometimes I gave the examples, and sometimes I had the girls 
make up problems for the other members of the class to work. I gave 
mental as well as written work, and I gave drills for rapidity as well 
as for accuracy. As the class advanced from one phase to another, I 
brought in problems which would review the previous work as well as 
bringing in the new work. 

In the work in addition, I began with the simple problems and then 
advanced to more difficult ones. I had the girls make out bills of goods, 
and from that I advanced to work in subtraction. After making out a 



348 Outlines op Lessons 

bill of goods, I had the girls calculate the change which would be re- 
ceived from an amount of money which more than covered the amount 
of the account. I also gave problems of this kind in which the money 
paid did not settle the account. This brought in a little different work 
from the previous problems. Let it be kept in mind that only addition 
and subtraction were drilled upon thus far. In making out bills of 
goods, only totals were given. The work in multiplication proved more 
difficult. While a few knew the multiplication tables well, others needed 
considerable review, and still others knew practically none of them. 
I demanded that all problems be concrete and reasonable. Such prob- 
lems as 7 yds. of lace at $.12 per yd., and 8 lb. sugar at $.06 per lb. 
were given. I explained that such problems as 8 spools of common sew- 
ing thread at $.12 per spool, and 7 yds. of silk at $.10 per yd., do not 
occur in our actual experience and therefore are not good problems. In 
this way the girls learned more about values of various articles, and 
girls who had little idea of values became more interested in gaining 
that knowledge. One or two girls had had considerable experience in 
purchasing small amounts, and they greatly aided the less fortunate 
members of the class. The brighter girls also inspired the others to 
greater effort in learning the multiplication tables, and some of them 
felt so ashamed that they spent extra time at home to review and thus 
be more capable of coping with the others during the school period. 
Some of the problems consisted in making out bills of goods, but in- 
stead of giving totals as was done with the work in addition, the girls 
calculated these and thus gained experience in making out complete 
bills of goods and in solving the problems involved. The work in divi- 
sion was just a step higher than the previous work. I gave problems 
in the division of recipes which were used in the cooking class. Sev- 
eral girls could do nothing along this line, and these had to be given 
very simple problems at first to illustrate the general method of pro- 
cedure. I gave review work in decimals by having the girls calculate 
the cost of meals. Next year I intend to work this out more extensively 
with cooking and also with sewing. Considerable time could well be 
spent in calculating the cost of meals, garments, and so on, since it 
brings in a review of all the previous work. Some review in percent- 
age might also be given in connection with the work on household ac- 
counts and banking, although I think that the review in decimals and 
percentage ought to be very slight. 

From this arithmetical review, I advanced to the work on the keeping 
of personal accounts. I compared the successful business man with the 
unsuccessful one, and then I compared the business man with the indi- 
vidual and the housewife. I had each girl make a very simple account 
booklet by folding a sheet of paper into four parts and cutting it to make 
four sheets. On the first inside page were kept the expenditures, and 
on the last inside page were written the earnings. It was so near the 
close of school when I began this work that I did not have time to 
carry it out as completely as I hope to do next year. It was a new idea 
to the girls, and they found difficulty in remembering to jot down the 



Institute op Teachers 349 

items. However, if more time in school could have been devoted to this 
work, I believe the girls would have formed the habit of keeping their 
personal accounts. Along with this work, I brought in the idea of sav- 
ing the small amounts which slip through the girls' fingers as it were, 
for picture shows, candy, and other various purchases which have no 
value whatever. I suggested a method of keeping a more elaborate per- 
sonal account book, and one for the keeping of household accounts, but 
I did not have the girls do detailed work. This also I expect to em- 
phasize more next year than I did last. I hope to be able to spend less 
time in the simple problems of arithmetic: but if 1 find that this work 
is necessary, I will endeavor to give sufficient review and drill to fit the 
. girl to meet the every-day demands of her life. In so doing, she will 
not only be better able to cope with the conditions of today; but she 
will be more capable of receiving training for the experience of tomor- 
row. 



350 Outlines of Lessons 



24. Evening. 



BOOKKEEPING FOR EVENING CLASSES. 



First twenty-four lessons. 



R. H. BUTLER. 



Committee. 



R. H. Butler, Chairman, La Crosse, 

E. E. Gunn, Jr., Green Bay, 

G. H. Landgraf, Marinette. 



Madison, Wisconsin, Sept. 1, 1914. 



1. Discussion and Explanation of tlie terms used in Boolflieeping 

as a preparation for understanding tlie necessary rules for 
Journalizing. 

2. Oral Explanation and Application of the rules for journalizing 

as a preparation for written exercises. 

3. Journalizing orally several exercises from the text to fix firmly 

in the mind the meaning of the different terms used, and 
to apply the rules for debiting and crediting the accounts 
named in the Journal. 

4. Study and copy the Model Journal given in the text, noting 

the following features: 

(a) Vertical ruling. 

(b) Names of Accounts to be debited and credited in 

the Ledger. 

(c) Explanation column. 

(d) Placing the figures in the debit and credit columns. 



Institute of Teachers 351 

(e) Placing the date, page number, and numbers in 

the folio column. 

(f) Some transactions will require one debit and two 

credits, and others will require several debits 
and several credits; but the sum of debits must 
equal the sum of the credits for eac"h transaction. 

(g) Journalizing defined, as: (See definition in the 

text.) 

5. Using Journal paper, journalize several exercises taken from 

the text using the Model Journal as a guide. Hand the work 
in for correction. 

6. Study and copy the Model Ledger given in the text, noting the 

following features: 

(a) Vertical ruling. 

(b) Names of Accounts. 

(c) Debit and Credit columns. 

(d) Placing the date, page numbers and folio column 

numbers. 

(e) Omission of all explanation. 

(f) The numbers of debits and credits in the Ledger 

equal the number of debits and credits shown 
in the Model Journal, 
(h) The Ledger defined as: (See definition in the text.) 

7. Study and copy the Model Trial Balance shown in the text, 

notin-g the following features: 

(a) Heading and date. 

(b) Vertical and horizontal ruling. 

(c) Names of accounts, uniform left margin, arranged 

in the order in which they appear in the Ledger. 

(d) Folio page. 

(e> Placing figures in the columns to be added. 
(f)The value of each account is determined' in what 
way? 

(g) The Ledger is shown to be in balance, by means of 

the Trial Balance. Why? 

8. Errors detected and process explained. 

(a) Checking from vouchers or Day Book entries. 

(b) Checking posting from Journal to the Ledger. 

(c) Verifying the footings of each account. 

(d) Verifying the computation of each transaction. 

(e) What errors may occur in the Ledger and not be 

detected by the Trial Balance? 

(f) The frequency of error is due to what causes chiefly. 

How may this be remedied? 

9. The exercises in journalizing handed in at the close of the fifth 

lesson should now be handed back for posting to Ledger 
paper. Prove the Ledger balance? in each case by obtain- 
ing a trial balance. 



352 Outlines op Lessons 

10. Rulings in tlie Ledger are to be carefully studied according to 

suggestions. 

(a) The first ruling is placed on the line immediately be- 
low the lowest entry and consists of two single 
lines reaching from double vertical lines to 
double vertical lines. 

(b) The second ruling is one space lower and consists 

of three double lines extending from single ver- 
tical lines to single vertical lines. 

(c) Draw the pen from left to right making a light 

even stroke. 

(d) Do not change the position of the ruler in making 

the second line of a double ruling, but incline 
the pen under the edge of the ruler. 

(e) Continue writing and ruling accounts until skill in 

using the pen and adjusting the ruler is acquired. 

11. Study the Loss and Gain Statement given as a Model in the 

text. 

(a) What account show Losses? Why? 

(b) What account show gains? Why? 

(c) What is an Inventory? How obtained? 

(d) Give rule for finding Merchandise loss or gain. 

(e) With the aid of the Loss and Gain statement how 

is the Present Worth determined? 

(f) Write Loss and Gain Statement for the different 

sets of Ledgers referred to in Lesson 9. 

12. Study the Loss and Gain accounts in the Model Ledger and note 

how they are closed. 

(a) What is the purpose of each account? 

(b) Why are closing entries written with red ink? 

(c) Why does the Inventory appear on both sides of 

the account? 
(d)What numbers are disposed of when an account is 
closed? 

(e) What numbers are transferred? 

(f) How do you determine whether the account with 

Interest and Discount s.hows a loss or a gain? 

(g) What is the difference between a Balance of Bal- 

ances and a Trial Balance. 

13. Study the Model Resource and Liability Statement given in the 

text. 

(a) Name all accounts that show Resources. 

(b) Name all accounts that show Liabilities. 

(b) How is the Present Worth determined from the 
Resources and Liability Statement. 

(d) What accounts appear in both the Loss and Gain 

Statement and the ResQiircQ and Liability State- 
ment? Why? 



Institute of Teachers S53 

(e) Group accounts found in the Model Ledger under 
these headings: Property Accounts, Personal 
Accounts, and Loss and Gain Accounts. 
What accounts come under more than one group? Why? 

14. Close the different Ledger referred to in Lesson 9 and write a 

Balance of Balances for each Ledger and also write a Re- 
source and Liability Statement for each Ledger. 

15. Study the Model Cash Book given in the text. 

(a) General use and importance. 

(b) Results shown. 

(c) Determine the debits and credits shown by the 

Cash Book. 

(d) Post these debits and credits on Ledger paper and 

make a trial balance. What does this trial bal- 
ance prove? 

(e) Give reason why the rulings are placed on the 

same line on both sides of the account. 

16. Study the Model Sales Book given in the text. 

(a) General use and importance. 

(b) Results shown. 

(c) Determine the debits and credits. 

(d) Post these debits and credits on Ledger paper. 

What can you say about the equality of the 
debts and credits shown in the Sales Book? 

17. Study the Model Purchase Book given in the text and compare 

it with the Sales Book. 

(a) In what ways are these books alike and in what 

ways do they differ? 

(b) Show how the Cash Book, Sales Book and Purchase 

Book are modified forms of the Journal. 

18. Journalize exercises given in the text that afford drill upon 

journalizing Bills Receivable and Bills Payable. Prepare 
answers to the following questions: 

(a) What is a promissory note? 

(b) What is the face of a note? 

(c) Who is the payee? 

(d) Why are promissory notes not included in the cash? 

(e) What side of the Bills Payable account should be 

the larger? 

(f) The balance of the Bills Receivable account always 

appears on which side? 

(g) Why should entries in Bills Receivable and Bills 

Payable Accounts always be for the face value 
of the notes? 

19. Drill upon exercises in the text that afford practice in journal- 

izing Interest and Discount debits and credits. Prepare 
answers to the following questions; 
(a) What i? interest? 

33— B. I. E. 



354 Outlines of Lessons 

(b) What is discount? 

(c) Give the rules for debiting and crediting Interest 

and Discount-. 

(d) Give a rule for reckoning interest and discount. 

(e) Why is discount allowed on a note that is paid be- 

fore maturity? 

20. Keeping in mind the saying that we know but little more than 

we can tell or write from memory, write the following from 
memory: 

(a) Journal containing several different debits and 

credits. 

(b) A Cash Book properly ruled. 

(c) Property Accounts, Personal Accounts and Loss 

and Gain Account. 

(d) A Loss and Gain Statement. 

(e) A Resource and Liability Statement. 

21. Write Loss and Gain Statements and Resource and Liability 

Statements from Trial Balances carefully selected. 

22. Take a sheet of paper with only the faint blue lines and make 

the necessary ruling for Journal, Ledger and Balance Sheet 
paper. 

23. Write from Memory a Model Ledger and rule the Loss and Gain 

Accounts. 

24. Opening a Bank Account. 

(a) Give reasons for keeping money in a bank. 

(b) Tell 'how to become a depositor. 

(c) Importance of the stub of the check book. 

(d) Importance of the signature. 

(e) Importance of writing checks carefully. 

(f) Importance of the Bank Book. 



Institute of Teachers 355 



25. Permit. 



COOKING FOR PERMIT GIRLS. 



First tAventy-foiu" lessons. 



TERESA GARDNER. 



Committee. 



Teresa Gardner, Chairman, Milwaukee, 

Hannah T. Brunstad, Wausau, 

Jessie L. Wright, Sheboygan, 



Madison, Wisconsin, Sept. 1, 1914. 



CENTRAL CONTINUATION SCHOOL, MILWAUKEE, WIS. 
Length of period, 3 hours. 
Cooking every alternate week, Sept., 1913, to July, 1914. 

Liesson I. 

1. Talk on the value for girls of lessons in cooking and food study. 
Personal cleanliness. 

Care of the hair, hands, nails and bathing. 
Household cleanliness and order: 

r Rules for dishwashing. 
I Cleaning the sink. 
Laboratory regulations, j Sweeping and dusting. 

I Ventilation. 

(^ Lighting of the gas stoves. 
Teaching the names of hO|isphpld utensils and place in school 
kitchen. 



356 Outlines of Lessons 

Dish towels: 

Materials used, width and cost and how washed. 
Boil Water — Show the difference between simmering 18 5 deg 

F. and boiling 212 deg. 

Make tea, coffee and cocoa — and scald milk. Buttered 
toast. 

Food value of tea, coffee, cocoa and milk. 

Use of the double boiler and how to impro\lse one. 

Estimate the cost. 

Lesson II. 

Cream of wheat — Baked Apple. 

Fried bacon and pancakes. 

Building of a coal fire. Teacher demonstrates. 

Food value. 

How to buy. 

Cost of food. , ' : ■ ', 

Care of cereals. ■ 

Lesson III. 

Oatmeal. 

Oatmeal gruel, dried fruit. 

Boiled egg, muffins. 

Review building of coal fire. Pupil builds coal fire. 

Food value of materials in Lesson III. 

Cost of food materials. 

Demonstrate table-setting. 

Lesson IV. 

Review lesson — Breakfast. 

(Emphasize chew your food). 

Each pupil cooks one article. 

The whole lesson to constitute a breakfast and all to be ready 

at one time. 
Cleaning of silver. 
Care of the dining room. 
Setting of the table and serving. 
Table etiquette. 
Care of table linen. 
Estimate the amount and cost of food for a breakfast for 8 

persons. Time required to prepare meal. 
Pupil builds coal fire. 

Price list and discussion of suitable kitchen furniture. 



Institute of Teachers 357 



Lesson V. 

Steamed Rice. 
Utilized left overs. 

1. Cold boiled rice and tomato baked. 

2. Cold boiled rice and grated cheese baked. 

Even number make No. 1. 
Odd number make No. 2. 

3. Rice pudding. 

4. French or German toast. 

5. Milk toast. 

Every one makes 3, 4, 5, 6. 
Poached egg on toast. 
Explain that bread pudding is made like rice pudding using 

bread instead of boiled rice. 

Lesson VI. 

Potatoes boiled in jackets. 
Creamed potatoes. Utilizing left overs. 
White sauce. 
Boiled beets. 

Buttered beets. Pickled beets. Utilizing left overs. 
Fried Eggs — Baking powder biscuits. 

Even numbers cook Potatoes. Odd numbers cook beets. Com- 
pare the time of cooking. 
Food value. 

Selection and care of potatoes and winter vegetables. 
How and when to buy in quantity. Utilize left-overs. i 

Lesson VIL 

Beef stew. Cuts of meat. Kinds Tor stew. 

Dumplings. 

Short cake. 

Brown flour gravy — Emphasize that browned flour has lost its 

thickening power. 
Emphasize the cost of food and how to buy. Nutritive value 

compared with cost. 

Lesson VIII. 

Broiled round steak. 

Meat pie. Utilize left overs of meat. 

Warmed over potatoes. 

Salad dressing — Cabbage salad. 

Try out lard. 



S5S Outlines of Lessons 

Lesson IX. 

Pork chops. 

Baked potato. 

Mashed potato. 

Potato salad. 

Coffee cake. 

Raisin biscuits, raised doughnuts. 

Demonstrate raisin loaf. 

Study of yeast. 

Conditions favorable for its growth. 

Lesson X. 

Parker hou&e rolls. Demonstration by the teacher in the bread 

mixer. Pupils shape and bake rolls. 
Bread making — Pupils make one ordinary loaf. 
Cream soup — Corn, peas, beans. 
Croutons. — Use of stale bread. 

Lesson XI» 

Quick Cake — Ginger bread. 
Vegetables in season. 
I Carrots — fried. 

Turnips — Butter sauce. 
Cabbage creamed. 
Scalloped dishes — corn, tomatoes, salmon. 

Lesson XII. 

Dinner. Estimate the amount and cost for a family of 8, time re- 
quired to prepare it. 
Care and use of an oil stove. Discuss fuels. 

Lesson XHl. 

Butter cakes — Pudge frosting. 

Plain cake — three varieties. 

Custards. 

Sandwiches — Packing a cold lunch — box — pail. 

Lesson XIV. 

Canning of fruit. Product is sold at cost price. 
Reasons for canning, 

Cause and prevention of the decay of fruit. 
Sterilization. 



Institute of Teachers 359 



Lesson XV. 

Dinner. 

Estimate the cost. 

Price list and discussion of suitable dining room furniture. 

Ijesson XVI. 

Care of the bedroom and bedmaking. Price list and discus- 
sion of bedroom furniture. 

Invalid bedmaking. Care of the sick. Fumigation. Sterili- 
zation after contagion. 

Lesson XV^II. 

Supper or Luncheon dishes. 

These lessons may have to be re-arranged to suit seasons. 



CENTRAL CONTINUATION SCHOOL. 

Milwaukee, Wis., Feb. to Sept., 1913. 
Cooking Outline. 

Length of period — 2 hours for 25 consecutive weeks. 

1. Table of measurements. 

Examine equipment. 
Table abbreviations. 
Hemming dish towels. 

2. Feb. 24 — Mar. 1. 

Baked apple. 
Oatmeal. 

Sweeping and dusting. 
Washing dishes and dish towels. 
Review of measurements. 
Use of fruits in the diet. 
Study of oven (gas and coal). 
Use of double boiler. 
Proportions of cereal to water. 
Care of cereals in the house. 
Cost per package. 

3. March 3 — 8. 

Dried fruit. 
Prunes, apricots. 
Cream of wheat. 

Use of dried fruit. 

Proportion of water to finely ground cereal. 

Cost per package. 



360 OuTLmEs OP Lessons 

4. March 10 — 15. 

Tea, coffee, cocoa, water. 

Use of water. 

Use and abuse of tea, coffee, cocoa. 

Food value of tea, coffee and cocoa — milk. 

5. March 17 — 22. 

Rice steamed. 

Rice and tomatoes. 

Rice and cheese. 

Rice pudding. 

Proportions of rice to water. 

Food value of cereals. 

Food value of milk, eggs, cheese. 

Heat or temp, at which rice, milk and cheese are cooked. 

Oven test. ' ' 

6. March 24 — 29. 

Potatoes boiled in jackets. 

Creamed potatoes. 

White sauce. 

Fried bacon. 

Fried eggs. 

Care of potatoes. 

How and when to buy. 

Utilizing left-overs. 

Fall price — present price. 

Cost of bacon by side and sliced. 

Food value of potato, eggs and bacon.- 

7. March 31 — Apr. 5. 

Baked potato. 
Mashed potato. 
Hashed brown potato. 
Soft boiled egg. 
Coddled egg. 
Review food values. 
Cost at different seasons. 
Care in the house. 

8. April 7—12. 

Use of stale bread. 
Dried toast. 
Milk toast. 
French toast. 
Bread pudding. 
Bread crumbs. 



Institute of Teachers 361 

Poached egg. 

Cost of baker's bread. 

Care of bread in the house. 

Difference between new and old bread. 

9. April 14 — 18. 

Brown bread. 
Hard sauce. 
Cream of pea soup. 
Croutons. 

10. April 21 — 26. 

Vegetables in season. 

Carrots (fried 

Parsnips) creamed 

Turnips (butter sauce) 
Food value 
Storage of winter vegetables. 

Cost of old and new vegetables at present time. 

Cabbage — cold and hot slaw. 

Boiled salad dressing. 

11. April 28 — May 3. 

Lettuce salad. 

Omelet 

Popovers. 

Air as lightening agent. 

12. May 5— 10th. 

Baked custard. 

Pancakes. 

Caramel. 

Sugar syrup. 

Egg as thickening agent. 

Action of soda and an acid as a leavening agent. 

13. May 12 — 17. 

Morning classes. 

Graham mufRns. 

Plain muflfins. 
Boiled custard. 
Blanc mange. 
Afternoon classes. 

Canned pineapple. 

Reasons for canning. 

Estimate the cost. 

Sterilization or boiling to kill germs. 

Sterilizat:ion of articles in sipk room. 



362 Outlines of Lessons 

14. May 19 — 24. 

Morning classes. 

Canned pineapple. 
Afternoon classes. 

Had muffins, etc. 

15. May 26 — 31. 

Baking Powder Biscuit. 
Short Cake. 
Pie Plant Sauce: 
Cost 

16. June 2 — 9. 

Plain cake. 

Tea cakes — loaf — plain fruit. 

17. June 9 — 14. 

Yeast. 

Coffee cake — currant — biscuits and loaf. 

Raised doughnuts. 

18. June 16 — 21. June 23 — 29. 

Yeast. 

Breadmaking and baking. 
Quick cake. 

Lesson 22, 

19. June 30— July 3. 

Sandwiches. 

Putting up of a lunch. 

Lesson 23. 

20. July 7 — 12. 

Sponge cake — Lemon sauce. 



Lesson 24. 



21. July 14 — 19'. 
Beef stew. 
Round steak. 



Lesson 25. 



22. July 21 — 26. 

New potatoes — July 21 — 22. 

Creamed salmon — codfish. 

Canned raspberries — 1 lesson for each class, 

Canned cherries; ' 



Institute of Teachers 363 

23. July 26 — Aug. 9. 
New potatoes. 
Creamed codfish. 
Creamed salmon. 

Classes who did not have it last week. 

Canned cherries and raspberries for classes who did not have 
it last week. 

24. Aug. 4 — 9. 

Cookies. 5 kinds. 
Aug. 11 — 16 Dinners and table setting and serving. 

25. Aug. 18 — 22. 

Bed making and care of the bedroom. 

26. Aug. 25 — 30. : 

Invalid bedmaking. 
Emergencies. 

27. Sept.— Dinners, estimating amount and cost. 



CONTINUATION SCHOOL, SHEBOYGAN, WIS. 

Cooking Outline. 

Time, two hours per week. 
Lesson 1. 

Introduction to kitchen, assignment of places. 

Talk on personal cles^nliness^hands, nails, hair, apron, towel, etc. 
Names and purposes of utensils. 
Order of cupboards and drawers. 
Rules for dish washing, care of sinks and stoves. 
Tables of abbreviations, weights and measures, and cooking time- 
table. 

Lesson 2. 

Take receipe for. Corn Dodger, 

Jonny Cake. 

Fairy Corn Cak"e. 
Make Jonny Cake — bake in loaf and in muffin tins. 



Lesson 3. 



Recipes for muffins — Wheat. 

Graham. 

Twin Mountain. 

Date. 

Rice. 
Make Graham and Rice Muffins. 



364 Outlines of Lessons 



Lesson 4. 

Proportion of liquid to flour in tliin batter, in drop batter, in soft 

douglis and in stiff douglis. 
Recipe for griddle cakes — Wheat Flour. 

Corn Meal. 

Graham. 

Bread Crumbs. 
Make White Flour, and Bread Crumb Griddle Cakes. 

Liesson 3. 

Recipe for — Baking Powder Biscuit. 

Emergency Biscuit. 

Soda Biscuit. 
M^ke Baking Powder, and Emergency Biscuit. 
Talk on setting the table. 

Lesson 6. 

Experiment with baking powder and water; with sour milk and soda. 

Make Soda Biscuit. 

Explanation of the lightness of dough. 

List of leavening agents. 

Quiz. 

Lesson 7. 

Recipe for raised bread — Dry Yeast. 

Compressed Yeast. 

Three Hour Bread. 

Parker House Rolls. 
Make Compressed Yea&t. 
Talk on yeast plant, best conditions for growth, use as leavening 

agent, etc. 

Lesson 8. 

Iodine test for stardh in flours, cereals, tapicoa, macaroni, vegeta- 
bles, etc.; make list of starch foods. 

Talk on starch foods — food value; cost; how to cook them; rela- 
tive importance in the diet. 

Talk on breakfast foods and how to serve them. 

Cook rolled oats, and cream of wheat, 



Institute of 'I'eachers 365 

Liesson 9. 

Review of Lesson 8. 
Recipe for potatoes — Riced. 

Mashed. 

French Fried. 

German Fried. 
Cook Mashed and German Fried Potatoes. 

liesson 10. 

Recipes for potatoes — Escalloped. 

Special Baked. 

Lyonnaise. 

Croquettes. 
Cook Escalloped, Special Baked Potatoes and Potato Croquettes. 

Lesson 11. 

Recipes for white sauces- — thick, medium and thin — purpose or use 

of each. 
Recipe for, Creamed Potatoes. 

Potatoes au Gratin. 
Cook Creamed and au Gratin Potatoes. 

liesson 12. 

Talk on rice— food value, cost, and cookery. 
Directions for boiling and steaming. 
Recipe for Boiled Rice with Tomato Sauce. 

Boiled Rice with Cheese. 

Boiled Rice with Creamed Chipped Beef. , 

Cook Rice with Tomato Sauce and rice with cheese. 

Lesson 13. 

Recipe for Rice Pudding. 

Rice with Date Sauce. 

Rice custard. j 

Tapico Custard. 
Make Rice Pudding and Tapico Custard. 

Lesson 14. 

Talk on macaroni — its manufacture, food value, cost and cookery. 
Recipe for Macaroni with White Sauce. 

Macaroni with Tomato Sauce. 

Macaroni with Cheese. 

Macaroni Italienne. 



366 • Outlines op Lessons 



Lesson 15. 

Recipes for Cream of Celery Soup. 

Cream of Tomato Soup. 

Cream of Potato Soup. 

Cream of Pea Soup. 

Cream of Asparagus Soup. 
Make Cream of Potato and Tomato Soups. 

Lesson 16. 

Recipes for creamed vegetables — Tomatoes, Peas, Asparagus, Lima 

Beans, Carrots, Cauliflower, Cabbage, and Onions. 
Cook Creamed Onions and Creamed Carrots. 

Lesson 17. 

Recipe for Escalloped Corn. 

Escalloped Tomato. 

Escalloped Cabbage. 

Escalloped Onion. 
Cook Escalloped Corn, and Escalloped Cabbage. 
Talk on cleanliness — garbage pail, flies, sewer, door-yard, ^c. 
Directions, for care of dining room and for serving meals. 

Lesson 18. 

Sweet potatoes — food value — cost. 
Recipe for Glazed Sweet Potatoes. 

Browned with Pork Roast. 

Southern Style. 

Mashed. 
Cook Glazed Sweet Potatoes and Sweet Potatoes Southern Style. 

Lesson 19. 

Talk on meats — kinds, cuts, cost, food value. 
Directions for cooking Liver and Bacon. 

Ham and Eggs. 

Broiled Steak. 
Cook Liver and Bacon; make Baking Powder Biscuit. 
Quiz on Lesson 17. , 

Lesson 20. 

Recipe for Beef Stew. 

Beef Loaf. 

Salmon Loaf. ^ 

Pork Steak. 
Cook Beef Loaf and Salmon Loaf. 
Make Soda Biscuit. 



Institute of Teachers 367 



Lesson 21. 

Recipe for Braized Beef. 

Stuffed Heart. 

Swiss Steak. 
Cook Swiss Steak, and Stuffed Heart. 

Lesson. 22. 

Talk on beverages- — Tea, Coffee, and Cocoa. 
Directions for making. 
Make Tea, Coffee and Cocoa. 

Lesson 23. 

Talk on cakes and cookies. 
Recipes for Plain Cookies. 

Spiced Cookies. 

Oatmeal Cookies. 
Make Plain Cookies and Spiced Cookies. 

Lesson 24. 

Recipe for Ginger Bread. 

Jelly Roll. 

Chocolate Frosting. 

Caramel Frosting. 

Marshmellow Frosting. 
Make Ginger Bread and Jelly Roll. 

Lesson 25. 

Recipe for butter cakes — white, yellow and chocolate. 
Make Yellow Cake with Chocolate Frostfng. 

Lesson 26, 

Talk on salads — fruit — vegetables^meat. 
Recipe for Boiled Dressing. 

Waldorf Salad. 

Potato Salad. 

Chicken Salad. 
Make Waldorf and Potato Salad. 



^68 OuTLii^ES OF Lessons 



Lesson 27. 

Talks on desserts — puddings — frozen desserts. 
Recipes for Cliocolate Blanc Mange. 

Brown Betty. 

Date Torte. 

Brown Sauce. 

Hard Sauce. 

Whipped Cream. 
Make B'.anc Mange and Whipped Cream; Brown Betty and Brown 

Sauce. 



Lesson 28. 

Recipe for Vanilla Ice Cream. 

Lemon Ice. 

Orange Ice. 
Make Vanilla Ice Cream, and Orange Ice. 
Plan breakfa&t. 

Lesson 29. 

Cook and serve breakfast. 
Plan Dinner. 

Lesson 30. 

Cook and serve dinner. 



THE MINIMUM WAGE ACT. 
E. H. DOVI^NEY, 

Statistician Industrial Commission. 

Ladies and Gentlemen: The legal minimum wage for women rests 
upon two pre-suppositions: that society has an interest in maintaining 
the standard of life of its women workers; and that in the circum- 
stances in which they are actually placed, large numbers of women 
workers are unable to command a wage which will maintain a normal 
standard of living. 

The first of these propositions is hardly, at this day, a matter of 
controversy. Public opinion has asserted, and legislators and courts 
have registered, that the state has an interest in the well-being of 
each of its citizens. If, in any community, there is a large group under- 
fed, badly housed, uneducated, and shut off from the advantages of 



Institute of Teachers 369 

human culture, then the body politic is as a man with a broken limb, 
or a cancered organ. No man liveth to himself and no man dieth to 
himself. The welfare of all is bound up with the welfare of each. No 
society is prosperous, happy or cultivated unless its humblest members 
are so. A civilization which exalts the few at the expense of the 
masses or which exploits even the few for the benefit of the many is 
unchristian; undemocratic and unAmerican. 

The second proposition is a matter of fact. Investigations have been 
made in Massachusetts, New York, Wisconsin, Minnesota, Washington 
and Oregon. Everywhere the investigators have found that large num- 
bers of women and girls are being underpaid as compared with the 
cost of reasonable maintenance. 

Acting on these principles, Massachusetts, Wisconsin, Minnesota, 
Nebraska, Colorado, Utah, Washington, Oregon and California have 
enacted minimum wage laws for women and minors. Bills for mini- 
mum wage laws will be considered at the next session of the legisla- 
tures in Illinois, Ohio, Indiana, Maryland, New York and perhaps other 
states. 

The minimum wage act, then, is an exercise of the police power. 
It is grounded upon the two-fold idea that the state has a special in- 
terest in the welfare of the future mothers of the race and that women 
are, by their very sex, placed at a special disadvantage in the labor 
market. In this view, the minimum wage act is strictly analogous to 
the women's hours law and to the sanitation and safety laws. ' 

Thus far, the constitutionality of the minimum wage laws has not 
been determined by any court of last resort. There is a favorable 
opinion by the circuit court in Oregon and there is reason to suppose 
that the law will be upheld as the women's hours laws have been up- 
held by the supreme court of the United States. As an administrative 
body, the Industrial commission is bound to presume that the act is 
constitutional until a test has been made. 

As a police regulation, the minimum wage law must be based upon 
the welfare of the woman worker. As a matter of strict law, the effect 
of a minimum wage upon the industry cannot be considered any more 
than the effect of sanitary regulations upon industries can be consid- 
ered. However, even police regulations are subject to the rule of 
reason and in practical application, some account will have to be taken 
of the industrial effects of any proposed minimum wage. 

The minimum wage is a living wage, and a living wage, as defined 
by the act, is a wage "sufficient to enable the employe receiving it to 
maintain himself or herself under conditions consistent with his or her 
welfare." The term "Welfare" includes "reasonable physical well- 
being, decency and moral well-being." 

Obviously, the language of the act gives only a general guidance. 
It does not define the minimum wage in dollars and cents. Every one 
of the terms used is, in fact, relative. What, for instance, is meant 
by "reasonable physical well-being?" 

Take the case of the girl who lives away from home. What sort 
of room should she have? Is 100 square feet sufficient, or should she 
24— B. I. E. 



370 Outlines of Lessons 

have 150 square feet? Is one window adequate light? Is stove heat 
adequate? Is heating by a register from a stove in the room below 
adequate? Should there be a carpet on the floor? How many chairs 
should there be in the room? Should a dresser and mirror and a 
writing desk be provided? What sort of toilet facilities should there 
be? Is one bath-room for ten persons adequate or should there be 
one bathroom for each five lodgers? 

And then, there is the matter of moral well-being and decency. Is 
the use of the parlor for the girl living away from home requisite to 
decency? Is she entitled to a boarding-house or a rooming-house in 
a reputable neighborhood? Is it decent for women to lodge in the 
same house with men lodgers? 

Then there is the question of board. Should the girl who works for 
wages be expected to do her own cooking, or should her wages suffice 
to provide three warm meals a day? If she has to board out, should 
she be required to board at a cafeteria, where each guest serves her- 
self, or is she entitled to service? Is she entitled to table linen or 
should she be required to eat on a slate top table? 

So, also, in regard to clothing, amusements, vacation, medical and 
dental services. You will see that the questions are complex, that the 
standard of living is no fixed thing, that, before it can be said whether 
the wage is a living wage, standards must be established as to each 
of the hundred-fold items which make up subsistence. 

Next comes the question of classification, or differentiation. Who is 
to be taken as the standard? The girl who lives at home, or the girl 
who lives away from home? Or is it to be assumed that the girl who 
lives at home should contribute to the support of the faihily substan- 
tially as much as it would cost her if she lives away from home? Or, 
on tlie other hand, is it to be assumed that the family should subsidize 
her employer by contribating something to her support? 

There is the further question of age and experience. Should a girl 
who goes to work at fourteen, be expected to be fully self-supporting 
at that age? If not, at what age should she become self-supporting? 
Obviously, the line must be drawn with care, for in many occupations 
a girl of seventeen is as valuable as an adult, and if girls under the 
age of, say eighteen, are permitted to work at less than the minimum 
wage, then the employer will have a special inducement to hire only 
the younger girls. 

Similarly, in regard to experience. It may be said that a girl does 
not earn a living wage until she has had a cei'tain amount of ex- 
perience. But the experience required will vary from occupation to 
occupation. If a probation period is to be allowed, should the same 
period be fixed for all occupations or should occupations be classified? 

Finally, there is the question of whether the minimum should be the 
same in all occupations and all industries. Should we assume that 
girls employed in a certain line of business are entitled to a higher 
standard of living than girls employed in a different line of business? 
Should we assume that girls of some nationalities have, or ought to 



Institute of Teachers 371 

have, a lower standard of living than girls of other nationalities? Or 
should we assume that reasonable physical well-being, decency, and 
moral well-being are the same for everyone? Here it is well to remem- 
ber that the act contemplates only a minimum wage; not the same 
wage for skilled and unskilled, but a minimum, below which no one 
should be allowed to work. 

After all these questions have been threshed out, it is still to be de- 
termined whether the minimum should be fixed once for all, or whether 
employers should be given a period of time in which to adjust their 
business to the new wage level. The law apparently contemplates that 
the minimum shall be fixed in the first instance, at the cost of a rea- 
sonable standard of living. Would the commission still be justified 
in distributing the increase, if there be an increase, over a period of 
readjustment? 

Obviously, these questions are too complex and difficult to be an- 
swered offhand. The Industrial commission has, for some months 
past, been engaged in a state-wide investigation of these subjects. 
Schedules were collected from some 18,000 women workers; payrolls 
were obtained from many employers. Investigations were made into 
the cost of room and board in most of the larger and some of the 
smaller cities throughout the state. Investigations were also made 
into the cost of clothing and all the other items that go to make up a 
standard of living. The results of these investigations have been tabu- 
lated but will not be made public at this time. The commission, in 
the fixing of a minimum wage, exercises a function of judicial char- 
acter, and it would not be proper to publish the evidence in advance 
of the findings. 

The act provides that the Industrial commission must institute pro- 
ceedings for the fixing of a minimum wage at any time, after July 1, 
1914, upon the filing of a verified complaint or petition. Thus far no 
petitions have been presented, probably because it was generally un- 
derstood that the Industrial commission was investigating the question. 

Upon the filing of a petition it becomes the duty of the Industrial 
commission to appoint an advisory wage-board, selected so as fairly to 
represent employers, employes and the public. Such boards will prob- 
ably be created for the principal cities in the state; perhaps there will 
also be statewide boards for certain industries. The commission will 
submit its evidence to the boards and will request their findings as to 
the matters referred to them. The commission is, however, not bound 
by the findings of a wageboard, though it will doubtless be largely In- 
fiuenced thereby. The full responsibility for the fixing of a minimum 
wage rests absolutely upon the Industrial commission. 

After a minimum wage is fixed, the commission is authorized to 
issue licenses permitting persons who, by reason of age or physical or 
mental disability are unable to earn a living wage, to work below the 
legal minimum. It is expected that such licenses are to be issued only 
in exceptional cases, where there is actual deformity or other disabil- 



372 OuTLliSTES OF t/ESSONS 

ity. Obviously, if licenses were issued too freely, the minimum itself 
would be broken down. 

Whenever a minimum wage has been fixed for minors in any occu- 
pation which is a trade or a trade industry, all minors employed there- 
in must be indentured under the apprenticeship law. The act defines 
a trade or trade industry as one "involving physical labor and char- 
acterized by mechanical skill and training such as render a period of 
instruction reasonably necessary." This language is rather vague and 
it will be the duty of the commission to determine what trades or in- 
dustries fall within the definition. In so doing, the commission will 
doubtless be guided to some extent by custom, for custom has marked 
out many occupations as skilled trades. 

Whenever a minimum wage is fixed for minors in an occupation 
which is not a trade industry, all minors employed therein must attend 
continuation school at least five hours of each week. Since apprentices 
also are required to attend continuation school, this means that all 
minors must attend continuation school if they are employed in any 
occupation in which a minimum wage for minors has been established. 
A minor in this connection means a person under twenty-one years of 
age. If a minimum wage is generally established for minors through- 
out the state, the continuation schools would probably be swamped, at 
least until their facilities were greatly enlarged over the present. 
However, the Industrial commission is empowered to make exceptions 
in proper cases. It may be proper to state at this time that an appren- 
ticeship committee, representing employers, employes and the public 
has been at work for some time studying the apprenticeship law and 
the continuation school law and will doubtless make recommendations 
to the next legislature as to amendments thereto. If the law remains 
unchanged, the commission will attempt, by means of some such joint 
committee, to work out a practicable solution of the continuation school 
and apprenticeship provisions of the minimum wage act. 

It seems proper in this place to raise a question as to whether the 
whole problem of child labor should not be handled from the educa- 
tional rather than the industrial side. At the present time, admin- 
istrative jurisdiction is somewhat divided. The public school authori- 
ties have the enforcement of the compulsory education law, but the 
Industrial commission is required to see that the public school author- 
ities do their duty in the premises. The child labor law is enforced 
by the Industrial commission, but the issuing of permits is properly 
handled by the continuation schools, where such exist. The continua- 
tion school law is administered by the Department of Public Instruc- 
tion, but the apprenticeship law, which is closely related thereto, is 
administered by the Industrial commission. Thus far the Industrial 
commission has been able to cooperate with the public school and con- 
tinuation school authorities, but it would seem proper that all these 
laws should be administered by one body. Common school education, 
compulsory school attendance, play-grounds, child labor, industrial edu- 
cation and apprenticeship are all inter-related parts of the same prob- 



Institute of Teachers 373 

lem. It seems to be the present speaker at least, that this child prob- 
lem is fundamentally an educational problem and that it should be 
handled by the school authorities. I am not authorized to commit the 
Industrial commission upon this matter, but I desire to raise the 
question whether the jurisdiction of the Industrial commission over 
child labor, school attendance and apprenticeship, should not be trans- 
ferred to the Superintendent of Public Instruction. 

The act provides that "every employer employing three or more fe- 
males or minors shall register with the Industrial commission on 
blanks to be supplied by the commission." A number of detailed items 
are specified in the act. Each employer is also required to keep a 
record of "all the names and addresses of all women and minors em- 
ployed by him, the hours of employment and the wages of each." Thus 
far, the Industrial commission has required only a record to be kept 
on the premises of the employer. The commission has not sent out 
the blanks contemplated by the act, partly because of the press of other 
duties, and partly because the commission hopes to work out a plan 
whereby this information can be obtained without duplication of re- 
ports already made. , 

The act also provides various penalties for violation and for discrim- 
ination against employes who testify before the commission. 

The purpose of this talk has been simply to outline the main pro- 
visions of the act, to state the numerous difficult questions which con- 
front the commission, and to ask you, as representatives of industrial 
education in this state, to think over these questions and reason out 
your own conclusions. I thank you. 



THIRTY LESSONS IN COOKING FOR THE PERMIT GILS. 
Jessie L. Weight, Sheboygan, Wisconsin. 

Cooking is of utmost importance to the permit girls, for after going 
to the factory, there is no time to learn it at home; and previous to the'r 
fourteenth birthday they were too young to learn much about it, and 
besides they were in school most of the year. The health, and conse- 
quently the happiness, of the family depends more upon the food that 
is eaten, than upon any ether factor. It is said that the evils of drunk- 
ness and divorce would be lessened if Avomen could and would cook 
good wholesome food. So by all means let us teach our girls the art of 
preparing and serving palatable, nutritious, though economical meals. 

It seems scarcely practicable to attempt a uniform course of study 
in cooking throughout the state. The conditions and needs of the girls 
are so different in different cities, that to adopt such a course would be 
to defeat, in a measure, the purpose we have in teaching it. 

Our real purpose is to give the girls instruction in purchasing the 
foods available, selecting those of greatest nutritive value in proportion 
to cost, cooking them in a wholesome economical way, combining them 



374 Outlines of Lessons 

to make proper meals, and serving the meals in a simple manner. In 
small cities many of the families concerned have gardens, chickens and 
perhaps cows of their own. Fresh vegetables and fruits, eggs and milk 
are available, while in larger cities such is not the case. There, canned 
vegetables and dried fruits form a large source of food supply, while 
garden produce, eggs and milk are scarce and expensive. So it seems 
to me that the teacher should be free to plan her work to fit the condi- 
tions in her particular school, and that the outlines submitted here 
should be regarded as helps and suggestions, merely. 

The outline used in Sheboygan last year was quite experimental, as 
cooking was put into the Continuation School only last fall. It was 
found to be defective in some respects and we shall make quite a few 
changes in it this coming year. 

Last fall we divided our girls into A and B classes, putting those who 
had entered the previous year into the advanced classes, and those who 
were entering for the first time into the beginning classes. This classi- 
fication did not take into account the grades in which the girls were 
when they left school. Of the A classes three were given cooking. The 
ether two were not because we had but one kitchen-laboratory for 
grades, high school and continuation school, and it was impossible to 
find a time when the kitchen was not in use. A new kitchen this year 
does away with this handicap. 

Our lessons were planned for two-hour periods, and the girls had 
cooking one day each week for thirty weeks. 

After our introductory lesson, we began our regular cooking lessons 
by making quick breads. Johnny-cake, muffins, griddle cakes, baking 
powder buscuits and soda biscuits were made in the five lessons. Re- 
cipes for other quick breads were given, but we found that it was not 
wise to divide the class and have two kinds made at the same time for 
the girls became confused and the results were unsatisfactory. After 
several weeks we were able to cook more than one food at one recita- 
Jon, but not at first. We required the girls to copy all the recipes 
each lesson and they had a fairly comprehensive cook book by the end 
of the thirty weeks. While making quick breads, the proportion of 
liquid to flour in thin batter, in drop batter, soft doughs and stiff doughs 
was learned; and experiments with baking powder and with sour milk 
and soda were made, explaining the lightening of doughs. 

When it came time for the lesson on yeast bread, since the period 
was too short for the classes to have the entire process consecutively, 
one class began the bread making, while the next one finished it and 
started another batch. This was not wholly satisfactory because the 
time between the classes was too long for the best results; the girls did 
not see the entire process through at one time, and each one felt that 
the loaf of bread she took home was not really of her own making. 
This then, is one of the mistakes we shall try to rectify this coming 
year. Before the bread was ready to bake, the teacher gave a talk on 
yeast and the theory of bread making. 



Institute of Teachers 375 

Next came a lesson on starchy foods. The iodine test was made and 
a list of starchy foods was written. Their food value, cost, cookery and 
relative importance in the diet were discussed, followed by a brief talk 
on breakfast foods. Rolled oats and cream of wheat were cooked and 
served. 

The next three lessons were spent upon the potato. Its economic 
and nutritive values were dwelt upon, and ten simple recipes for cook- 
ing it were given. The girls cooked potatoes in the following ways: 
mashed, German-fried, escalloped, special baked, croquettes, and creamed 
and au gratin. The. last three recipes taught the girls to use the left- 
overs. 

Two lessons were spent on rice; the first treating it as a cereal, the 
second as a pudding. 

Macaroni followed rice, and its manufacture, and cost were spoken of 
while the girls cooked it two ways. 

Vegetables were studied next, both canned and fresh, in soups, or 
creamed or escalloped. These dishes were prepared; cream of potato 
and cream of tomato soups, creamed onions and creamed carrots, and 
escalloped corn, and cabbage. Sweet potatoes were glazed and cooked 
southern style. 

During the vegetable lessons any spare moments were spent in the 
consideration of cleanliness — both household and community — the garb- 
age can, sewer, door-yard, flies, and the like; directions for the care of 
the dining room, laying the table and serving meals were, also given. 

Three lessons on meats followed the vegetables. Kinds, cuts, cost, 
and food values were discussed, and diagrams and illustrations were 
shown the girls so that they were able to recognize the more common 
cuts of meats. In the first of this series, liver and bacon were cooked 
and served with baking powder biscuits; in the second, beef loaf and 
salm.on loaf were made and served with soda biscuits; and Swiss steak 
and stuffed heart were made the third lesson. As in all lessons more 
recipes were given the girls than were actually cooked, and in all of 
them emphasis was placed upon ways of cooking the cheaper cuts of 
meats. 

We studied, briefly, tea, coffee and cocoa next and made these three 
beverages in one lesson. 

Three lessons were given to cookies and cakes. The girls baked, both 
plain and spiced cookies, ginger bread, jelly roll, and two-egg cake with 
chocolate frosting. 

Salads and salad dressing were given one lesson and Waldorf salad 
and potato salad were made. 

Two lessons on desserts came next. While the desserts were being 
made the girls planned a simple breakfast, which was prepared and 
served the following week. During the breakfast lesson, a dinner menu 
was planned to cost ten cents a plate. This menu Avas prepared and 
served, and constituted the last of our thirty lessons. 

From this outline you will see that we studied the foods in groups, as 



376 Outlines of Lessons 

breads, cereals, vegetables, meats, etc., which seemed a logical and or- 
ganized method of teaching cooking but which lacked the feature of pre- 
paring in the same lesson, the foods that combine well in making a 
meal. All such instruction had to be given, incidentally, and discussed 
in planning meals. 



Tekesa Gaedker, Milwaukee. 

Following the advice of Mr. Hicks, the committee on permit cooking 
met in Milwaukee to plan a paper for the present meeting. 

It was the general opinion of the committee that at the present time 
and under existing conditions no general outline in cooking would fit 
the various schools; that the course must be flexible to fit the needs of 
the community in which you are teaching; that the most helpful ma- 
terial we could offer at present was the outlines we had tried, with a 
brief statement of the difficulties we had encountered — how they were 
overcome or how they were to be avoided in the future. 

Previous speakers have spoken of the permit pupils' meager knowl- 
edge of English. In Milwaukee most of the pupils, whether they come 
to us from the parochial or the public schools, have been trying to mas- 
ter two languages. Some of the pupils come to us with a good com. 
mand of English, others with a fair command of English for daily con- 
versation, but with little or no knowledge of the English names of 
kitchen utensils, food materials and general household terms. I do 
not mean that they have not been taught the words flour, bread, yeast, 
sink, cupboard, etc., but that they have not associated the name with 
the article when working with it — the foreign language being spoken 
at home. 

Under these conditions, the first few lessons are difficult for the pupil 
and teacher. During the first lesson I have the pupils name, in concsrt, 
the articles in the desk equipment as they put them in place, also re- 
peat the directions for cooking. In this way the pupils increase their 
vocabulary, gain confidence in themselves and gradually learn to ex- 
press themselves more freely. 

The general aim of the work in Domestic Science is to give to the 
pupil, as far as possible, in the short time they are with us a practical 
working knowledge of household processes, to develop resourcefulness, 
to stimulate thought. It is desii^able to impress upon the girl that 
woman's work in the home is of vital importance; that cleanliness and 
system, convenient and economical working equipment, and simple fur- 
nishings, are as essential for the best work in the house as in the office 
or factory; that housekeepers who have the welfare. of the family at 
heart must give a good deal of thought to the selection, purchase and 
preparation of food for the family, not only in order to get value re- 
ceived for the money expended, but to furnish proper food material for 
the growth of the children and for the health of the entire family. 



Institute of Teachers 377 

You have before you two outlines in cooking as taught in the Central 
Continuation School. The outline covers. one year's work. The out- 
line with a two-hour working period was followed the first year. It 
worked out fairly well. The chief objections to the two-hour period 
were that the work was crowded and the pupils who took cooking each 
week did not take sewing. In a two-hour period the cheaper foods, as 
the cheap tough cuts of meat, cereals and winter vegetables that need 
long, slow cooking either had to be started by one class and finished by 
the following class, or the cleaning of the kitchen was slighted. Thes6 
pupils especially need the whole process in a logical order repeated fre- 
quently if they are to make practical use in their homes of the knowl- 
edge gained. Fifteen or twenty minutes of each lesson should be given 
to the report of home-work and the straightening out of the difficulties 
the pupils have encountered. One home failure is apt to discourage the 
pupil if the cause for failure is not pointed out to her and she is en- 
couraged to try again. 

The pupil reports as follows: "I made doughnuts, but when I put 
them into the fat they went to the bottom and they never came up." 
The questions "Did you test your fat to see if it was hot enough?" and 
"How can you test the fat to see if it is hot enough?" will probably 
straighten out the difficulty. 

Another report is "Mother will not let me bake because I waste so 
much butter." We do not use butter at school. "Why do we use Crisco, 
Lard, Snowdrift, Butterine . and Drippings in place of Butter? Has 
butter a greater food value than these cheaper fats? Can you afford to 
buy butter and pay the extra 18c and 20c -a pound for color and flavor?" 

Printed recipes and directions are given to each pupil. In order to 
make the recipes serve the pupil for home-work and later be of service 
to them in their own kitchen when they are crowded with household 
cares, the recipes should be classified and not given to the pupil in les- 
son form. In baking a cake at home you do not want to hunt for a cold 
lunch card, because some teacher taught the packing of a cold lunch and 
the making of drop cakes in one lesson some years ago. The text book 
in lesson form serves the purpose for which it was intended — aids to the 
pupil and teacher during class-time. 

The outline with a three.hour cooking period was followed this year. 
In many ways it was more satisfactory. If this outline is to be success- 
fully carried out, sufficient time, material and equipment must be al- 
lowed. The length of time for the cooking lesson should not be less 
than three hours, even if fewer lessons had to be given. The lesson is 
not merely cooking, it is preparation for cooking, serving, eating, wash- 
ing of dishes and towels and the general cleaning of the kitchen. The 
pupil is unskilled and immature and thinks slowly and time must be 
allowed for thinking. The cost of the material for the cooking lessons 
as outlined averages 5%c per pupil per lesson. The amount of material 
each pupil cooks is usually one serving and each pupil cooks alone. By 
working alone the pupil gains confidence in her own ability and de- 



378 Outlines of Lessons 

velops responsibility. The equipment selected should be suitable, dur- 
able and sufficient for the needs of the class. 

In presenting the lesson, technical terms should be avoided as far as 
possible. Bear in mind that the average permit girl's schooling ended 
between the fifth and the eighth grade. Food principles should be 
taught by emphasizing food combinations for a meal; comparisons of 
similar foods and their uses in the body; the necessity of a child's diet 
differing from an adult; comparisons of the food value in a single por- 
tion of different foods. Examples: Cereals, milk, eggs, meat and cheese 
serve to build up the tissues of the body. Cereals, milk and eggs are 
easier digested than cheese and meat and therefore are better foods for 
children and persons having weak digestion. Cheese and eggs are 
substitutes for meat and should not be served at the same meal with 
meat. That minerals necessary to maintain the health of the body are 
found in abundance in cereals, fruit and vegetables. Pood principles 
taught in these terms mean more to the permit girl than the technical 
terms carbohydrate, protein and hydrocarbon. 

The general plan for most of the cooking lessons has been to prepare 
combinations for a simple meal — breakfast, dinner, luncheon or supper. 

The first lessons emphasize laboratory regulations and systematic 
work. Each pupil examines the desk equipment, cupboard, gas and 
coal range, and the individual gas burners, and is instructed in the use 
of each article in the desk. Breakfast dishes are cooked in the first 
three lessons. Each child cooks, serves and eats one serving of each 
food material except tea and coffee. The cost of each article of food is 
discussed; when, where and how to buy. Household cleanliness, per- 
sonal cleanliness, ventilation, hours for sleep, proper clothing and sub- 
jects on hygiene are discussed. 

This series of lessons is followed by a review lesson in which a break- 
fast is cooked, served and eaten. Each pupil is responsible for the 
completion of a portion of the work at a given time. The table is set 
fcr eight, one pupil acts as hostess and one as waitress. 

At the close of these four lessons I hope the pupils have acquired suffl- 
cient knowledge to know that it is wrong for a growing girl or boy to 
get up at 6:00 o'clock in the morning and walk three miles to work 
without a substantial breakfast. Some of these girls tell me that they 
used to get up at that hour, walk that distance and work without eating 
until noon. Their excuse is lack of appetite and no time for breakfast. 

During these lessons we have a discussion of a list of articles and 
prices for kitchen furnishings. 

Lessons 6 — 7 — 8 — 9 are dinner lessons. Here a word of explanation 
may be necessary to make the outline clear. In one lesson potatoes and 
beets are cooked in two ways. The boiled beets were served as butterp * 
beets and those left over were pickled for future use. The boiled pota- 
toes were creamed to show one way of warming over potatoes. A vege- 
table cooked in two ways was not served at one meal. In another lesson 
two kinds of meat were cooked. The broiled round steak was used for 
the meat pie to show how to use left-over meat. 



Institute of Teachers 379 

Following this series of lessons a dinner was prepared and served. 
The amount, cost and time required for cooking was estimated. During 
this series of lessons we discuss the furnishings and cost for dining 
and living room. 

One lesson is given to bedmaking, invalid bedmaking and the care of 
the sick, isolation, fumigation and sterilization of the sick room. We 
have a bed in the kitchen and demonstrate, one of the pupils acting as a 
sick person. 

A question has been raised as to whether the canning lessons are of 
sufficient value to be allowed two lessons. Two lessons have been given 
in the canning of fruit. Enough material is used to give the pupils 
practice in sterilization of materials and utensils and the sealing of jars. 
These lessons are expensive and the material is sold to cover the cost. 

When in doubt about the practibility of a lesson, investigate home con- 
ditions if possible. But do not go as "An angel of mercy with a Divine 
message to convey to the ignorant mother". The teacher who has al- 
ways cooked and knows all about housework and the domestic science 
graduate who has added to her store of practical knowledge, can still 
learn a great deal about thrift and economy from the person who is do- 
ing the best she can with the little she has to do with. Upon inquiry I 
find about 30% of the mothers of the pupils can fruit or vegetables and 
some others would, but they have no place for storage. 

The fruit lessons and the bedmaking lessons are no expense to the 
school and thus reduce the average cost per pupil per lesson. I think it 
is well to have a few lessons in the course in which the pupils are not 
given everything but have a chance to buy the product of their labor if 
they desire. 

Just a word as to the method of presenting the lessons: 

The directions must be simple and concise. The divided recipe from 
which the pupil is to work should be on the blackboard to assist their 
memory. A list of the foods to be cooked during the lesson should also 
be on the board to remind the pupil of the amount of work to be accom- 
plished in a given time. Review the lesson briefly, selecting the foods 
first that need the longest cooking or the foods that will not spoil if 
allowed to stand after cooking before serving. Give directions immedi- 
ately for cooking of these and while the food, is cooking discuss the cost, 
length of time necessary for cooking and the food value. In this way 
the pupils soon learn that if they have followed directions they do not 
have to watch and stir the foods all of the time it is cooking, but can use 
the time profitably in other ways. 

In closing, I would like to emphasize the report on homework. En- 
courage the girls to begin now to put this work into use. The reports 
from the mothers and married sisters who have received helpful sugges- 
tions from the Continuation School girl is an encouraging sign that the 
work is being carried into the homes. 

Lessons as full as these cannot be given except under favorable condi. 
tions. Sufficient time was allowed and V^^e were fortunate in having a 
Board who was willing to furnish ample equipment. 



•380 Outline's of Lessokts 

The weak points in working out this outline were: 

The class met alternate weeks; the cooking teacher did not teach the 
sewing so it was more difficult for the teacher to get into personal touch 
with the pupil. The long sewing period proved too tiring for the pupil. 
During the coming year we hope to work out an outline that will rem- 
edy this and strengthen the weak points of last year's work. 

The discussion brought forth the questions: 

Does this plan work well in night school? 

Not so well because the time is too short, the pupils are tired and fre- 
quently cannot take a course that covers 20 lessons. The short unit 
course seems to me to be a better plan, but I have not seen it worked 
out. 



Institute of Teachers 381 



26. All-day. 



SHOP CONSTRUCTION FOR ALL-pAY CLASSES. 



First twenty-four lessons. 



W. L. CASLER. 



Committee. 



W. L. easier, Chairman, Superior, 

S. D. Hendershot, Racine, 

George Rietow, Sheboygan. 



Madison, Wisconsin, Sept. 1, 1914. 



It is very difficult to preface an outline on shop construction that 
will be of service to all, as conditions differ in the various cities, 
and in fact, it will be found that the class of pupils will differ 
from year to year in the same city. It must always be kept In 
mind that the child is the one who must be served, therefore the 
instructor must be keenly alert to the needs of the individual and 
so plan the work, that the child may obtain the greatest good from 
the instruction, and yet be kept interested in what he is doing. It 
will be found that the likings of the pupils will be very different, 
for instance some children are interested in making something 
in the furniture line which will be of service, in the home, others 
are interested in the construction of buildings, and others like 
something along the mechanical lines. Therefore the child should 
be carefully studied by the instructor to determine towards what 
line of work he leans. 

The shop should be well equipped with work benches, each 
having all necessary tools, and also a rack of general tools. 
There should be such paachipery &s is necessary for efficient 



382 Outlines of Lessons 

■work, the entire equipment being of standard quality, such 
as is found in the hands, of all good mechanics. The equipment 
should be kept in shape as far as possible by the boys themselves. 

All work should be of a practical nature and should be taught 
by on who has had a great deal of practical experience in the trade, 
as well as having had a good teacher's training course in some 
Normal, College, or University. Educators in the past have made 
a mistake in employing teachers who are simply school trained to 
handle the work. The Industrial School should therefore be very 
careful in choosing its teachers, for it is essential that the teacher 
be capable of demonstrating the work without the least difficulty; 
only in so doing will he get and hold the interest of his pupils. 
Again the teacher with practical experience is better qualified to 
see that the tools and machinery are kept in good shape, which 
is necessary to good work. 

Since it is necessary that tlie work should be planned largely to 
suit the individual case, it is impossible to give more than simply a 
suggestive outline of the exercises- that may be used. 

Cabinet Making, 

Roller (Note: A good exercise to start a pupil upon who has not 
had any wood work before, as it introduces a number of 
different steps and tools, for instance, getting out of stock, 
use of the rip and crosscut saws, plane, square, guage, 
knife, chisel and compass, exercise to be used in some later 
exercise, such as the tie rack.) 

Ruler (Note: An exercise in the use of the above principles, 
but especially valuable in teaching the use of the rule.) 

Coat hanger, Towel roller, neck-tie rack, fern stand, salt box, 
taborette, pedestal, hat rack, ink stand, picture frame, 
bread board, cutting board, drawing board and T square, 
plate rack, trunk stand, handkerchief box, tool box, photo 
box, inlaid checker board, writing desk, library table, 
mission chairs, piano bench, music cabinet, china cabinet,, 
telephone stand, filing cabinet, book rack and anything 
which can be used about the school. 
Exercises should be so chosen that the pupil can complete them 
without trouble and yet receive instruction in the different 
principle of cabinet making in sequence. 

Framing. 

For those boys who are particularly interested in the construc- 
tion of some building it will be found that the building of 
model structures will be very attractive to the child. A 
barn, a chicken coop, a house, or any structure of this 
nature will be found good. In teaching framing the pupil 
should first be required to get out his plans and the 
lumber bill and then go to the instructor who should get 
out the required piumber Of feet pf lumber asked fo^. T]i9 



Institute of Teachers 383 

pupil should never be allowed to help himself to the pile of 
lumber as one of the most valuable lessons is lost. The 
models should be built as nearly as possible to scale and 
practical methods used in its construction. 

Mechanical Apparatus. 

Scales, pile drivers, steam shovel, derreck, &and wheel, water 
wheel, electrical apparatus and the like are found to make 
ideal exercises to develop certain boys. In using these 
exercises the pupil should be required to visit the machine 
which he wishes to make a model of and study carefully 
how it works and make such sketches as are necessary and 
should be allowed to develop his own ideas of making 
the different parts. 

Note: Every tradesman should know something about the 
material with which he works, so it is wise to take up 
with the pupils who are working in wood the study of the 
growth of trees, the lumber Industry, mill work and shop 
work. 

Outliii.3 ill the Study of the Gio«"th of the Timber Trees. 

1. How they grow. 

2. The three board divisions, bark, sapwood, and heartwood. 

3. The annual rings, their divisions, and their formation. 

4. The pith rays and their use. 

a. In the growth of the tree. 

b. In the wood, (quarter figure, etc.) 

5. The leaves and their function. 

6. The effect of trees on climate and on the health oi: a community. 

7. Fibers and cells (miscroscope) . 

8. Felling. 

a. Good and bad methods. 

b. Time of felling (proper season and the age of the tree.'* 

9. Conversion (methods). 

10. Seasoning, when necessary and the several methods adopted. 

11. Warping and shrinking. 

12. Quarter cutting. 

13. The faults and defects of lumber, sapwood, large or dead knots, 

shakes, worm holes, rot, etc. 

14. Classification of woods. 

a. By the tree (broad leaved and needle leaved). 

b. By the nature of the wood. 

15. Our native woods. 

16. Our waste woods. 

17. The preservation of the wood, paint, oil, varnishes, etc. 

18. Field walks, visits, to the mills, cabinet ajid furniture factories, 

lumber yards, etc. 

19. The collectioa of specimens, 



384 Outlines op Lessons 

^''' SHOP CONSTRUCTION. ' '~ 

C. C. Haywaed, Stevens Point. 

(All-day Pupils) 

The teachers of all-day pupils, in classes where a large part, prob- 
ably one-half or more, of his time is given to industrial work in the 
actual production of useful things at the bench, has a position that 
approximates that of a foreman in a shop, where he is expected to 
train the workers under his control, in the production of some article 
that shall be finished with sufficient accuracy to comply with the de- 
mands of the market, and produced at a rate that makes its manufac- 
ture profitable. 

Here we find a wide difference between him and his fellow who is 
teaching manual training as it is commonly given in high schools 
and similar institutions, where we find pupils making articles of var- 
ious degrees of usefulness, giving great care to method and accuracy, 
usually too laying considerable stress on finish, but generally having 
little regard for the utility of the project and none at all as to its eco- 
nomical production. We find boys who are spending their working 
time for a month on a project which, if left to himself, he will whittle 
out in the woodshed in a rainy afternoon with infinitely more inter- 
est and with pride in the result. 

In shop or factory practice, the boy who will take finishing lumber, 
worth around $100 a thousand feet, to make a flower box for outdoors 
use, a saw-horse, or a bench, will be very likely to hear from his fore- 
man in no uncertain manner, and will probably use better judgment 
noxt time, or if he uses a dollar's worth of his employer's time to pro- 
duce an article that is worth a dime, he is also likely to hear some- 
thing that will be to his advantage if not to his pride. We cannot 
hope to take one of these boys and make a profitable mechanic, of him 
the first day or the first week, but we can and we should give him the 
aim; to produce work in an efficient manner, to do it well enodgh 
and quickly enough so he will be a profitable employe for someone, 
somewhere, and we may rest assured that that boy will never be 
long out of a good job. 

These boys will be workers soon and the greatest thing we can do 
for them is to give them the ability to "produce the goods." When 
we arouse the boy's ambition and he begins to take pride in his ability 
to do something well, we have started him on the road that will lead 
him to success. 

Except in a few exceptional cases, 1 do not think we can spend 
enough time to make more than a beginning in any trade, but we can 
make a good beginning, we can teach him something of tools, their 
purpose, construction, care and use, and above all else, can teach him 
to begin to have a man's outlook on the things that will be required 
of him if he is ever to become more than the commonest kind of 
laborer, ]tle must work for something rather than at something. 



Institute of Teachers 385 

One of our great fnen once said: "It doesn't make much difference 
wliere we are but it does make an infinite difference wtiere we are 
going." If tliis applies to anyone, it is to tlie American boy and tlie 
great opportunity of tlie continuation school is to get him going right. 

From the fact that w^e are in contact for a longer time with the all- 
day pupil than with the permit or the special-class student, we have 
the right to require from ourselves greater results than from these 
other classes. We must not lose sight of the fact that we are making 
future men out of material that the regular school methods have failed 
to reach, otherwise we would not have them, and we must "get to 
them" in some way. 

This is for them, the last chance, and if we fail, the probability is 
that we have added one more to the large number of poorly paid, be- 
cause poorly qualified, workers in the worlds' activities. Its up to us. 



George Rietow^ Sheboygan.' 

Referring to the remarks of our chairman will say that coat hang- 
ers, whisk broom holders, etc., are things of the past in Sheboyagn. 
These we made two years ago, but now we make furniture. We have 
made our drawing desks in our class room, our filing cabinet in our 
office, our high school filing cabinet at the high school, two teachers' 
desks for our public schools besides our regular work, which consists 
of kitchen tables, porch benches, porch rockers, small parlor stands 
and spice cabinets. But it matters little what is made as long as that 
which is made is of a practical nature and not a toy. The main thing 
for any teacher to have in mind is a definite outline of the operations 
to be taught. I believe a boy should not be allowed to attempt work 
which he never can do in a workmanlike manner. It is better to 
teach a boy to make a good bass wood joint, than to make him believe 
he can make a quartered oak or mahogany piece of furniture. He 
will be interested in his work if he has confidence in his instructor, 
• if the shop methods are businesslike, and his efforts and work are 
applied to something practical. 



ALL-DAY SHOP CONSTRUCTION. 

By Wilbur L. Casler, Superior, Wis. 

Today there is a strong call from all parts of the country for 
industrial education. As yet there is no fixed outline of study which 
can be followed, since the industrial esducation is' still largely in 
the experimental stage. Few books have been published on the 
subject, and it is therefore necessary that the teacher meet the con- 
ditions which present themselves the best he may. 

25— B. L E. 



386 Outlines of Lessons 

We have refrained from outlining any definite course of study, 
for we realize tliat it would be impossible for all teachers to use 
the same ovitline, as conditions vary so widely in the different com- 
m. unities. We have presented but a suggestive outline from which 
we hope the different teachers may obtain some assistance in pre- 
paring the courses of study which will best meet the needs of their 
community. 

In the few minutes whicli I have at my disposal, I wish to dwell 
more on the "Boy" than upon the articles which he will construct. 
It matters little to me what the pupil makes, whether it is large 
or small, a toy or something which can be made use of in the home 
or in the school; but it does make a great deal of difference to me 
as to what interest he takes in it and how well he executes his work. 

Children between fourteen and sixteen are interested in the so- 
ciety which they expect to enter and the occupations of those that 
a,re in that society. 

In all our cities we find certain pupils who are termed delinquent 
because they are old for their grade and are not making the prog- 
ress in their work which they should. These are the pupils who are 
turned over to us for instruction. It does not always mean that 
these children have not active minds and are not able to grasp 
their work; no indeed, some of these children are bright, and if 
approached from the correct angle will give wonderful response. 

Let us stop here for a moment to determine why these children 
should not be doing good work in the regular grades. Please recall 
some of the experiences in your own life just at this period. Were 
you not easily discouraged? I hardly believe that I would be over- 
stating my point if I should assume that all of you present are 
where you are now, because of the encouragement you received or 
the interest someone showed you at this time in your life. Was it 
your mother, your father, sister, brother, a kind friend or that 
teacher? 

These children whom we term delinquents are what they are, very 
often, because a teacher has spoken unkindly at a time when it 
would have been better for him to have said nothing; and as a 
result the child has lost heart in his work and is not able to see 
anything to be accomplished from remaining in school. Then, too, 
very often the atmosphere of the home is not conducive to school 
going. These influences tend to make the child restless for the 
time when he. will be able to shake the dust of the school room from 
his feet, and go to work. To the child who leaves school between 
fourteen and sixteen the money received is negligible compared with 
the advantages obtained by remaining in school. It has been dem- 
onstrated again and again that they gain little training which will 
be valuable to them in later years. On the contrary their idleness 
during at least half the time, their frequent passing from one job 
to another, their lack of any responsibility, necessarily leads to 
moral, mental, and frequently physical degeneration. During these 



^ Institute of Teachers 387 

two most valuable years in their life they are going backward in- 
stead of forward. It is our duty to interest such children in school 
and tide them over this period of unrest, and possibly they may 
continue with their schooling until they finish the high school; at 
least they will be much better prepared to meet the problems of 
life after they have had two years' of vocational training. 

Parents of such children, and the children themselves are gen- 
erally easily approached on the subject of vocational education; and 
here is where we industrial school teachers have a powerful lev- 
erage, whereby we may hold the child in school. Let us weave into 
our courses the true big-brother spirit and enough of the vocational 
subjects so that the child may be held in school and receive a prep- 
aration which will aid him to be a more efficient bread winner than 
he would be if he had quit school. In certain fields the vocational 
training should be such as to give him a better preparation than if 
he had received but the academic training. 

I have found so much truth in Mr. Davenport's book, "Education 
for Efficiency," that I wish to share a few Paragraphs of his treat- 
ise with you: "Everyman to be efficient needs the vocational; but 
to be happy and safe he needs the liberal courses. John Bessmer 
was' a barber and made his living by his scissors, but meteorology 
was his avocation. He w^as the best barber that I ever knew, but 
he talked most about meteorology. The man in the ditch will not 
ditch all his waking hours. What will he be thinking about when 
he is awake and not in the ditch? Then is when his avocation, the 
liberal part of his education, is his' comfort and our safety, for the 
mind is an unruly member, and if the man has no training beyond 
his vocation, his intellect is at sea, without chart, compass, or 
rudder, and the human mind adrift is a dangerous engine of de- 
struction. 

It is well that we who are bent most on industrial training and de- 
velopment do not forget these considerations, and in our enthusiasm 
for technical instruction we see to it also that every individual has 
a fair share of the liberal as well, for the chief distinction of the 
educated man is, after all, his ability to view the world from a 
standpoint broader than his own surroundings. 

Training in the use of certain tools is' fundamental to all educa- 
tion. The square, the saw, the plane, the hammer, the needle, and 
scissors, like the alphabet, lie at the bottom of civilization. They 
also afford the most direct, convenient, and rapid means for teach- 
ing not only that cooperation of eye and hand but also that rapid 
and ready execution of plans which marks the truly educated man 
or woman." 

With the equipment which we have at our disposal in the indus- 
trial schools I feel that it would be folly to attempt to teach a 
purely trade course since we would only be meeting the needs of a 
very few. It is well enough to lead those few along lines which will 
make them most efficient in the trade they expect to enter, but be 
liberal. 



388 Outlines op Lessons 

, Few children at this age are able to make a choice of the trade 
which they should follow, and for this reason I feel that it is wise 
to make the shop instruction as broad as possible. There are a 
few fundamentals which every man should know and if acquired will 
be of great assistance in whatever walk of life he enter. 

A boy who is able to handle and care for the tools of his trade 
and is able to execute an accurate and neat piece of work, will not 
have any trouble in holding his own in the trade if given any kind 
ol a show. It gives me great pleasure to watch the boys' who have 
had work under me as they progress in the trades, and in my teach- 
ing experience I have had a number who have gone from the school 
into the trades. Just the other day I called at a bviilding where one 
of the boys was working whom I placed in the carpenter trade this 
past spring. I found him working on the trim, and while in con- 
versation with the foreman about the progress of the boy he said, 
"William is doing just fine. We have been able to use him to ad- 
vantage on the finish and in certain branches of the trade he will 
put up as much work as any of the men." 

In planning my work I let the boy's likes and dislikes determine 
largely the course I pursue with him. Some boys can be developed 
by one course while another needs an entirely different course. No 
matter what the exercise be, the pupil should first make a working 
drawing and have a definite idea of what he wants before he starts 
the actual construction. An estimate of the material needed and 
its cost should be prepared from the drawing, and as the construc- 
tion proceeds strict account of the material used should be made, 
that we may see how close the boy has come with the estimate. You 
will very likely find it difficult to get the results you want, for the 
boys will not want to take time to figure, but it will be worth your 
while. Talk with any of the tradesmen and you will find that the 
majority of them will say that they wish that they were better 
with the figures. Many a man has lost opportunities for advance- 
ment simply because he has not been proficient in the use of figures. 
_ There is one more point which I wish to call your attention to, 
a.nd that is, every tradesman should know something of the ma- 
terial with Yhich he works; it will give him more pleasure in work- 
ing with it, and too, he will be capable of working with it more in- 
telligently. This is the reason I have felt that I should include 
in our outline a study of the growth of trees and the processes 
through which the lumber goes before it appears in the finished 
product. 

Fellow-workers, let us put forth every effort and seize every op- 
portunity to give encouragement to the boy, not simply to "make 
him feel good" nor to make him "like" us, but because it is one of 
God's laws that we all express success or failure in our lives accord- 
ing to the kind of thoughts we hold, thoughts of courage and con- 
fidence and trust or thoughts of fear and despair. Knowing from 
our study of Psychology how all-powerful is the Law of Suggestion, 
TjN'e can trutUf \1ll7 assure the boy that he can succeed in that line 



Institute of Teachers 389 

of work in which he is vitally interested, his success being measured 
in the terms of his own daily or yearly progress, not according to 
anyone else's standard of success. Again I urge that we recognize 
the extreme importance of keeping the boy filled with the assurance 
that he can and will succeed; let us make him feel our confidence 
and trust in him, for they are truly contagious. 



SHOP CONSTRUCTION (ALL DAY PUPILS). 
C. C. Hay WARD. 

The teacher of all-day pupils, in classes where a large part, prob- 
ably one half or more, of his time is given to industrial work in 
the actual production of useful things, at the bench, has a position 
that approximates that of the foreman in a shop, where he is ex- 
pected to train the workers under his control, in the production of 
some article. This article must be finished with sutficient accuracy 
to comply with the demands of the market, and must be produced 
at a rate that makes its manufacture profitable. 

Here we find a wide difference between him and his fellow who is 
teaching manual training as it is commonly given in Pligh Schools 
and similar institutions, where we find pupils making articles of 
various degrees of usefulness, giving great care to method and ac- 
curacy, usually too laying considerable stress on finish, but generally 
having little regard for the utility of the project and none at all 
as to its' economical production. We find the boy spending his 
manual training time for a month on a project which, left to him- 
self, he will whittle out in the woodshed in a rainy afternoon. 

In shop or factory practice, the boy who takes finishing lumber, 
worth around $100 a thousand feet, to make a fiower box for out- 
door use, a sawhorse, or a bench, wiM be very likely to hear from 
his foreman in no uncertain manner, and will probably use better 
judgment next time, or if he uses' a dollar's worth of his employer's 
time to produce an article that is Worth only a dime, he is also likely 
to hear something that will be to his advantage if not to his pride. 

We cannot hope to take one of these boys and make a profitable 
mechanic of him the first day or the first week, but we can, and we 
should, give him the aim: To produce work in an efficient manner. 
To do it well enough, and quickly enough, that he will be a profitable 
employee for someone, somewhere, and we may rest assured that that 
boy will never be long out of a good job. 

These boys will be workers' soon, and the greatest thing we can 
do for them is to give them the ability to "produce the goods". 

When we arouse the boy's ambition, and he begins to take pride 
in his ability to do something M^ell, we have started him on the 
road that will Jead him to success. 



390 Outlines of Lessons 

Unless in a very few exceptional cases, I do not think we can 
spend the time to make more than a beginning in any trade, but 
we can make a good beginning. We can teach him something ol 
tools, their construeticn, purpose, care and use, and above all else, 
can teach him to begin to have a man's outlook on the things that 
v.ill be required of him if he is ever to become more than the com- 
monest kind of laborer. He must work for something raiher than 
at something. 

One of our great men once said "It doesn't make much difference 
where we are, but it does make an infinite difference where we are 
going." If this applies to anyone, anywhere, it is to the American 
boy, and the opportunity cf the Continuation school is to get him 
going right. 

From the fact that we are in contact for a longer time with the 
all-day pupil than with the permit boy or the special class student, 
we have the right to require from ourselves, greater results than 
from these other classes. 

We must not lose sight of the fact that we are making future 
men cut of material that the usual school methods have failed to 
reach, otherwise we would not have them, and we must 'get to the'rn' 
in some way. This is, for them, the last chance, and if we fail, the 
probability is that we have added one more to the large number 
of poorly paid, because poorly qualified, workers in the world's ac- 
tivities. "It's up to us." 



Institute op 'Teachers 391 



27. All-day. 



GIRLS' INDUSTRIAL WORK. 



First twenty-four lessons. 



MABEL BURKE. 



Committee. 



Mabel Biu'ke, Chairnian, Aiipletcn, 

Ruth Fliiekiger, Beloit, 

Elizabeth Fratt, Racine. 



Madison, Wisconsin, Sept. 1, 1914. 



Sewing. 



Study of Machine Stitching. 

A. Learn names of parts of machine, their use and their care. 

B. Study formation of stitch by diagram and ooservatlon. 

C. Practice of treadling and guiding of material. 

D. Stitch turning on dish towels. 

Apron. 

A. Warp and woof, 

B. Cutting, 

C. Turning edge, 

D. Basting, 

E. Basting rickrack, 
P. Machine stitching, 

G. Pressing and finishing. 



392 Oi^TLiNES OF Lessons 

3. Cap. 

A. Cut circular pattern from material, 

B. Make a gauge, turn hem, 

C. Baste turning, and hem, 

D. Finish hem. 

E. Baste bias fold for elastic. 

F. Overhand lace on edge. 

G. Press, insert elastic. 

4. Night Gown or Chemise. 

A. Suitable material for underwear, 

B. Plan gown or chemise pattern for size alteration, 

C. Place pattern and cut material, 

D. Baste edges, ■ 

E. Flat seams, 

F. Gather top or apply beading, 

G. Finish arm hole to match top, 
H. Turn hem and stitch. 



A. Drawers, - 

B. Corset cover, 

C. Underskirt, 

D. Combination e.uit or princess slip. 

Students apply previous knowledge of cutting, basting, seams, 
finishing, etc. 

Gingham Dress. 

A. Problem of suitable material and designs for dresses, i 

B. Study designs and adaptation, 

C. Study cotton dress material. 

D. Study color combination and harmony of color with the 

individual, 

E. Discussion of dress trimmings, 

F. Directions for shrinking cotton material and setting of 

colors. 

1. Shrink material, 
2.- Alter pattern, 

3. Cut dress, 

4. Baste parts of waist and skirt together separately, 

5. Fit and stitch. 

6. Sew waist to skirt, 

7. Plang skirt and hem, 

8. Sew on hooks and eyes or make buttonholes and 

sew on buttons. 

9. Finish dress, piessing and removing all bastings. 



Institute of Teachers 393 

7. Mending. 

A. Stockings, 

B. Preparation of hole. 

Weaving in thread or yarn, 

C. Use of buttonhole stitch in mending gloves, 

D. Matching pattern or figure in mending garments, 

1. Overhand patch, 

2. Hemmed patch, 

3. Catch stitch patch. 

8. Fancy Stitches. 

A. Simple crochet trimmings, 

B. Crocheted night gown yokes, or 

C. Towel Borders, 

D. Feather stitchings, 

E. Hem stitching, 

F. Cross stitch, 

G. Simple french embroidery. 

Cooking. 

1. Personal and Household Cleanliness. 

House cleaning, Care of kitchen. 

Table of abbreviations, Names of utensils. 

2. Preservation of Fruit. 

Sterilization, 

Jelly making. 

Jams, 

Marmalades, 

Canning fruits and vegetables. 

0. Classification of Foods. 
Thickening agents. 
Use of double boiler. 
Starch cooking, cereals. 

4. Serving. 

Etiquette, 

Setting of Table, 

Kinds of linen, china and silver to use, 

Care of dining room furniture, 

Practice mock serving. 

5. Meats. 

Cheaper cuts of meat. 

Effects of cooking meat, and methods of cooking,' 

Sanitary and unsanitary markets. 

Beef stew, 



394 Outlines of Lessons 

Meat loaf, 
Meat soup, 
Pot roasts. 
Meat croquettes. 

6. Using of Left Overs. 

Meat, rice, potatoes, bread. 

Importance of rice in tlie diet. 

Minced beef on toast. 

Rice croquettes. 

Salads, 

Bread pudding. 

7. Sugars. 

Cooking dried fruit, 

Candies, 

Desserts. 



A. Baking Powder Biscuits. 

Show relation between making pastry, baking powder 
biscuits, dumplings and shortcake. 

B. Bread Making. 

Rolls, 

Visit bakery. 

Visit flour mill if possible, 

Study of flour. 

Study of yeast plant, 

Estimate cost of making bread. 

1. Arithmetic. 

A. Cost materials in every lesson, 

B. Measuring. 

1. Cooking, 

2. Sewing. 

C. Bills, change, 

D. Drafting rooms to measure furnishings correlated with art 

needlework. 

E. Mental drill in simple operation. 

F. Simple fractions, 

G. Decimals, 

H. Simple Interest. 



2. Hygiene. 

A. Cleanliness of person, 
1. Bathing, 

?. N^clc, 



Institute of Teachers 395 



3. Nose, 

4. Ears, 

5. Teeth, 

6. Feet, 

7. Nails. 

B. Clothing, 

C. Sanitation, 

D. Sleep, 

E. Diet. 

English. 

A. Spelling. 

1. Foods, 

2. Clothing. 

3. Utensils. 

B. Letters. 

1. What constitutes, a business letter, 

2. Compare strong and weak business letters. 

3. Different parts of letter, 

4. Friendship letters. 

C. Simple Mistakes. 

D. Notebook. 

Citizenship. 

A. Newspaper Reading, 

B. City laws and ordinances, 

C. Care of public buildings, 

D. Rights of property owners. 

E. State Government, 

1. State officers and 

2. Divisions of legislature. 

F. National government, 

1. Executive department, 

2. Legislative department, 

3. Judicial department. 



REPORT ON GIRLS ALL DAY INDUSTRIAL CLASS, APPLETON, 

WISCONSIN. 

It may be interesting to tell you first how I obtained the regular 
attendance of the girls all day industrial class. I secured from the 
City Superintendent a list of the girls eligible for this department; 
that is, girls between 14 and 16 not working on permits and not in 
school. I found nine out of ten helping at home, and the family aver- 
aging 8 to 12 in number. I bargained with the mothers at first to 
let me have the girls three or four days a week, letting the mothers 
have them help on washday, housecleaning day, etc. These days 
yere to be uniformly Monday and Tuesday. I let the mothers kno-vv 



396 • Outlines of Lessons 

that unless they let me have the girl on these conditions I would see 
that she was kept in the ward school. At first the girls hated the 
very idea of returning to any school, but within a month they were 
absent only Monday and Tuesday morning as the case might be and 
the last few months most of the girls would get to school by ten or 
eleven o'clock on washday. 

In addition to this straight all day class I secured the attendance 
of 32 girls three afternoons a week, who were escaping school by be- 
ing classed as maids. We kept track of this class largely through the 
help of our visiting nurse. 

We followed the sewing outline as given, some of the girls however 
doing twice the amount of work other girls did. This speed item 
needs no explanation to sewing teachers. 

The cooking is a concise outline of the years work embracing the 
main points. Prom the first of January to the close of school each 
girl took her turn as housekeeper for a week at a time. This girl 
was in the kitchen when her own class, or permit girls class, were 
cooking, and took general charge of supplies, etc. (under my direc- 
tion) though I tried and usually succeeded in making them feel really 
responsible. She was not required to clean tables, icebox, etc. but 
was responsible for their condition. This was clearly understood by 
all classes and we never had any difficulty. As our academic work 
last year was largely correlated with the cooking, especially arithme- 
tic and English, this housekeeper kent record of laundry, grocery 
slips, etc. This was all entered in her cooking note book, and she also 
entered it in my desk book. 

I might state here that these girls ranged from fourth to eighth 
grades, consequently my personal work was much heavier some weeks 
than others. 

We put in a great deal of time on our cooking note books. These 
girls detest a book lesson, but figure a grocery bill willingly. 

Beginning the first of February once each week this class cooked 
and served a regular meal at so much per person. Some needed a 
great deal of help v/ith the work, others none at all. They drew slips 
for the different parts of this, some being guests, others cooks, wait- 
resses, etc. I was extremely particular about table manners. 

In the arithmetic outline I included simple interest just because it 
should be there but we did not teach it. 

Our hygiene was simply day after day drilling on cleanliness and 
good health. We have a bathroom and a good supply of towels, but 
it was very difficult to get the girls to make use of them. They 
seemed shy and half afraid of ridicule because they had no tubs at 
home. Once we succeeded in overcoming that, it seemed all a part 
of a days work to see some girl on her way to the bathroom with 
towels and soap. 

Our English, as I said before, was largely correlated with our cook- 
ing in the note books. We also spent a great deal of time on letters. 

The Citizenship was confined chiefly to talks on rights of property 
owners, care of public Ijuildings, city laws and ordinances, and news- 



iNSTiTuTEi o^ Teachers S'97 

paper reading. We have several magazines and I provide a daily 
paper. 

We have a special teacher for Academic work this year and will 
be able to do a great deal more real book work, as the students will be 
graded and given work suited to them individually. 

Mabel Bueke, Appleton. 



SEWING. 



Training in sewing is an appeal to the imitative, creative and artis- 
tic instincts. 

First, the child learns the initial operations by being shown; then 
comes the fascination of seeing a garment develop, — good natured 
rivalry between students, — and the personal pleasure in decoration. 

Machine work is essential. After the class discussion that will 
familiarize the child with the parts of the machine, individual guid- 
ance must be given in the use of these parts. Machine work affords 
a rapid play of the creative instinct. To become skilled at the machine 
merely means practice. A variety of kinds of machines will make it 
easier for the child to adapt herself to any work offered outside of the 
school room. 

Once an article is made other instincts come into play. Girls emu- 
late each other. Manual skill will develop rapidly. Dictation or 
typed lessons give a child more independence and she holds something 
that she in turn may give to a member of the family or to a friend. 
The work gradually becomes more widely social. 

To avoid the dangers of a too easily developed imitative ability, 
thought should guide the fingers, all lectures must.be followed by reci- 
tations. 

With the work in garment making is correlated its economic value. 
A child is made to appreciate this by actual shopping and observation 
preceded by class discussion. If the class is large samples may be used 
to train the child in cultivating a judgment of value in materials, se- 
lections made that are adapted to the use of the material and the pocket 
book of the shopper. 

In the work on mending, an appeal may be made to the child's pride. 
Lessons in mending should be frequent, at least once a week so that 
its importance may be felt. Careful training is necesasry and per- 
sonal supervision should be given as much as possible. 

Work in fancy stitches offers the child a playtime and pleases her 
through her artistic instinct. Her art needlework may be taken home 
as a wholesome means of entertainment. 

The child impressed with the personal value of sewing will better 
appreciate its value as an occupation. 

To the child sewing must eventually mean a personal, domestic and 
social as well as an industrial gain. 

Ruth Fltjekiger, Beloit. 



^9S Outlines op LessoMS 



28. Evening. 



SHORTHAND FOR EVENING CLASSES. 



First twenty-four lessons. 



G. W. CURTIS. 



Committee. 



G. W. Curtis, Chairman, Janesville, 

Lydia V. Johnson, Fond du Lac, 

C. W. Schwede, Grand Rapids. 



Madison, Wisconsin, Sept. 1, 1914. 



Evening Shorthand. 

"■^ 

Before taking up for consideration the following outline for 
lessons in shorthand, a little space might profitably be devoted to 
some of the problems fundamental to the success or failure of 
such a course. 

It is apparent, from observation, that many people enter such a 
course blindly, not knowing the nature of the subject or what would 
be required of them should they attempt to utilize the knowledge 
gained. One would infer that anyone enrolled in a night shorthand 
class is there for commercial purposes. Yet when you visit such 
classes and find students in these classes who could never hope to 
succeed in this field, you realize that somewhere along the line 
there has. been some poor steering. 

It does not take an expert educationalist to pick out the quali- 
ties demanded of the stenographer. If the prospective student la 
quick, alert, ambitious, pleasant and neat, he has most of the ex- 



InstituT'e op Teachers S99 

ternal qualities required. Next, we must examine him as to acad- 
emic qualifications. A good workable knowledge of English and 
spelling are absolutely necessary. Of course you do not find every 
student possessing all of these qualities but the number he does 
possess would be a good criterion upon which to forecast his future 
in stenography. Those which he lacks must be fully offset by ex- 
cellency in the others. That an expert stenographer can be made 
out of any kind of material is a mistaken notion. 

Another type of pupil, who should be steered clear of night short- 
hand classes, are those expecting to be taught stenography by the 
lecture method. They have no time to "spend on outside practice 
and so become discouraged when they fall benind those spending 
several hours a week in study at home. 

The above is not stated with the idea of discouraging the pursuit 
of shorthand in night schools. 1 would rather encourage it, but 
encourage it with the proper selection of material upon which to 
work. Here is the cause of many failures. Shorthand is a fine art. 
Until this is made clear and until prospective students are made to 
realize that it requires time and a good foundation upon which to 
v/ork, the class in stenography will be much smaller in the spring 
than it was at enrollment time. This problem could be successfully 
worked out by the co-operation of teacher and supervisor. 

Shorthand is usually taught in connection with typewriting. The 
former is more successfully managed. The student may practice 
shorthand at home while but few have access to a typewriter except 
during school hours. The home practice is one phase of shorthand 
work which is easily neglected by the teacher. This work, however, 
should be closely supervised and the notes criticised. Unless this 
is done, undesirable habits are formed which are hard to overcome 
in the class work. 

In selecting a text to teach from, there are many things to take 
into consideration. Some of these are order of presentation, clear- 
ness and completeness. A text successful in day work would not 
necessarily be the one to use for night work. One of the important 
features of a book for night use is its length. There are many good 
texts on shorthand principles. Most of these are designed for day 
use and are too long for a night course. It is much more satis- 
factory to complete a short text than it is to eliminate parts of a 
long one. Then too, the short book appeals to the average student 
taking up the work for the first time. It is less formidable in size. 

With these points in view I submit the lesson outlines in brief. 
Realizing that this outline is largely a duplcate of that prescribed 
in the average shorthand text, I emphasize the amount of work 
covered by each lesson rather than the order of presentation. It 
will be noticed that the brief signs are introduced early contrary to 
many courses This is done in order to use sentences and simple 
business letters at the start and thus enhance the interest. This 



400 Ou^Lii^E's oi^ LessoMS 

outline is arrangea so as to complete the principles of sound writ- 
ing in forty lessons, consequently it covers about one half the work. 
It is also inferred that the recitation is to be one hour in length, 
two evenings a week and with from two to three hours of outside 
preparation. 



24 LESSONS PITMAN SHORTHAND. 

Liesson I. 

a. All straight strokes. 

b. Heavy second position vowels. 

c. Strokes m, emp, n, ing, heh, hay and ray. 

d. Words and simple sentences. 

Lesson II. 

a. Light second position vowels. 

b. The, a, an, and and ticks. 

c. Some of the most common wordsigns. 

d. Words and sentences. 

Lesson III. 

a. Strokes f, v, ith, the, yay, ar and way. 

b. Half length principle. 

c. Words and sentences. 

Lesson IV. 

a. Strokes s, z, ish, zhe and lay. 

b. Iss circle. 

c. Word signs and simple phrases. 

d. Words, sentences and a simple business letter. 

Lesson V. 

a. Simple rules for the use of ar and ray, hay and heh. 

b. Review of principles. 

c. Busines letter. 



Lesson VI. 



a. Three first position vowels. 

b. Disjoined the and and ticks. 

c. Omission of, of the 

d. Words and sentences. 



Institute op Teacsers 401 



Lesson VII. 



a. Finish first position vowels. 

b. Wordsigns. 

c. Simple phrases. 

d. Words, sentences and business letter. 



Iiesson VIII. 



a. Brief signs heh, iss, (review) sez, steh, ster, weh, wuh, yeh, yuh. 

b. Words and sentences. 

Lesson IX. 

a. Weh as an initial hook on following strokes: lay, ray, m, n. 

b. Wordsigns. 

c. Words, sentences and business letter. 

Lesson X. 



a. Three third position vowels. 

b. Words and sentences. 

Lesson XI. 

a. Finish third position vowels. 

b. Wordsigns and phrases. 

c. Words, sentences and business letter. 



Lesson XII. 

a. Review of strokes, vowels, brief signs and wordsigns. 

b. Words, sentences and business letter. 



Lesson XIII. 

a. Phrasing principles. 

b Common three, four and five word phrases. 

c. Wordsigns. 

d. Business letter. 



Lesson XIV. 

a. Final n and f or v hooks on straight strokes. 

b. Joining of iss circle to these hooks. 
.". Words and sentences. 

26— B. I. E. 



402 Outlines of t/ESSOisrs 



Lesson XV. 



a. Wordsigns. 

b. Phrases. 

c. Business letter. 



Lesson XVI. 

a. N hook on curved strokes. 

b. Joining of iss circle to this hook. 

c. Various ways of indicating past tense. 

d. Words and sentences. 



Lesson XVII. 

a. Fourth position or below the line. 

b. Wordsigns. 

c. Business letter. 

Lseson XVIII. 

a. Initial 1 hook on straight and curved strokes 

b. Joining of iss circle to this hook. 

c. Words and sentences. 



Lesson XIX. 



a. Wordsigns. 

b. Phrases. 

c. Business letter. 



Lesson XX. 



a. Complete rules for use of ar and ray, heh and hay, ish and shay, 

1 and lay. 

b. Words and sentences. 



Lesson XXI. 



a. Wordsign and phrase review. 

b. Business letter. 



Lesson XXII. 

a. Initial r hook on straight and curved strokes 

b. Joining of iss circle to this hook. 

c. Words and sentences. 



tNSTIT?UTE OF ^EACMER^ 40^ 



Lesson XXm* 

a. Wordsighs. 

b. Phrases. 

t. Busihfesfe l^ttter. 

Lesson :^XlVi '" 

a. keview of all hodkg, iiiitial aiid fihal. 

b. Joining of iss, (review) sei, stfeh, ster to these hooks. 

c. Wordsigns. 

d. Business letter. 

G. W. CURTIS, 

Janesville, Wis. 



404 OuTLiisrEs of Lessons 



29. Permit. 



LIBRARY READING FOR PERMIT PUPILS. 



MRS. M. E. TRUX. 



CO]\IMITTEE. 



Mrs. M. E. Trux, Chairman, Milwaukee. 

O. S. Rice, Madison, 

W. H. Schulz, Ean Claire. 



Madison, Wisconsin, Sept. 1, 1914. 



LIBRARY WORK IN CONTINUATION SCHOOLS. 

As the library work in Continuation Schools must be fitted to the 
peculiar conditions of each community, the methods used with suc- 
cess in one school might prove useless in any other. In establishing 
library work among the girls of the Central Continuation School 
of Milwaukee it was necessary to try experiments, to change plans 
and theories, to "cut and try", until the library service was fitted 
to the needs of the school. 

Soon after this work was started a careful census was taken and 
it was found that more than one fourth of the girls then in the 
school had never read any book except a text book. A minority of 
the girls had acquired library cards and some taste for reading while 
attending the public schools, and a number of them had read a good 
many books — were well up tb the standard for their ages both in 
the quantity and the quality of their reading. But the attitude of 
the majority of the girls towards the whole subject of reading was 
precisely like that of a certain small boy on his first day at school. 
When the teacher asked if he knew the letters and received a placid 
"No Ma'am," she pointed to a mark in a book and said enthusi- 
astically: "This is A," the boy listened for some time with bored 



Institute of Teachers 405 

politeness while she repeated the statement, then he drawled; 
"Well, I ain't a carin' if it is." 

So, the first thing to be done was to create a general desire for 
books. The cordial co-oporation of all the teachers was a great 
help Avhen it was found necessary for the librarian to go into the 
class-rooms and talk with the girls about the pleasure and profit to 
be derived from reading. Sometimes a brief story was read or told, 
sometimes the girls were induced to tell little stories they had read 
and enjoyed. A common footing of friendliness was soon found, 
and indifference to books gave way to curiosity and interest. 

A carefully selected consignment of books was brought from the 
Public Library and displayed in the sewing-rooms, some of the girls 
were induced to sign applications for library cards, and the next 
time they came to school the cards were ready for them and they 
were helped to select books. The first class to receive cards was 
composed of bright and appreciative girls who were delighted with 
the books, and their enthusiasm spread rapidly. Three months after 
the library work was fairly established in the Central Continuation 
schools the girls were taking from 7 5 to 100 or more books each 
day. 

From the first a constant effort has been made to interest the 
girls in non-fiction, especially in books on the subjects taught in 
school. A very satisfactory interest has been shown, the girls have 
taken a great many books on cooking, housekeeping, sewing, dress- 
making, millinery, and other household arts, also numerous books 
on hygiene and civics, speech and manners. The demand for books 
on travel, history, geography and collective biography has been 
constant, and is increasing. It is not easy to interest these girls in 
individual biography, however, because most of the names that are 
household words in every native American home are not familiar to 
many of them, — just as the names of the heroes dear to the parents 
of these children are not so well known in this country. But, to the 
credit of whatever schools the girls may have attended, they come 
to us with a mighty reverence for George Washington; and a story 
of his life, with some fairy tale, are frequently the first books they 
select for themselves. After the city billboards displayed pictures 
from the life of General Grant there was a demand for the story 
of his life and battles. 

The average book of biography is too heavy to charm these chil- 
dren, but such a book as The Snow Baby, by Mrs. Peary, is read 
many times over. Stories of Our Country, by Johonnot, Our 
Little Cousins' Series, and many other similar books containing 
bits of history, biography, and adventures told in a simple way, 
with strong human interest, are worn out by constant use. The 
girls often say that every member of the family had read such a 
book before it is brought back to the library. The girls are 
permitted to take one book of fiction and one of noji-fictign 



406 Outlines op Lessons 

together, never two books marked fiction at the same time, 
except when the second book is in Polish or in German, or when 
it is a book intended only for the little children at home. The de- 
mand for Polish and German books is strong and steady, and the 
words of thanks and appreciation sent by the parents are most cor- 
dial and kind. 

Of course many girls take only one book at a time, and the fiction 
predominates. For instance, during the month of January the 
Central Continuation School issued 17 4 books to the girls, of these 
1005 were fiction and 735 non-fiction, and the proportion continues 
about the same. 

In fiction the demand runs from the simplest fairy-tales and folk 
s.tories, through many books of school life and girlish experiences 
and adventures, through the "Best current fiction of today" and 
yesterday, up to the classics. 

Some girls of fourteen are amazingly young in their minds, and 
must be led by easy stages along pleasant paths where flowers 
bloom and fairies dance by moonlight. And some girls under six- 
teen are practically mature in mind and body, strong and hardy 
from their brave struggle with the work-a-day world; they want the 
books written for grown people, books that tell of the battles for 
bread, for liberty, for culture; books that are full of the joys and 
sorrows that make up the sum of human life. 



LIBRARY READING FOR PERMIT PUPILS. 
0. S. Rice, State Library Clerk, Department of Public Instruction. 

Continuation schools have come into existence in response to a de- 
mand that those, especially, who have early left the regular schools in 
order to earn a livelihood may have an opportunity to continue their 
education. To such they substitute hope and help for educational de- 
spair. No longer is the last day of school for those who leave it to go 
to work their educational day of judgment. 

Continuation of the educative process, then, is the corner stone of the 
continuation school; and this principle should be operative in the con- 
duct and content of its work. This implies that continuation school 
pupils should be so taught, both with regard to matter and method, as 
to give them the desire and the ability to continue their education af- 
ter they leave the continuation school. Help in the continuation school 
should lead to self-help in the school of life. 

Of all the agencies for continuing one's education after school days, 
none can for a moment compare with reading. Our greatest president 
and his immediate successor secured their education by reading; Hor- 
ace Greeley became the greatest editor of his day, by reading; John Al- 
bert Johnson, a washerwoman's 3on, became three times governor of 



Institute op Teachers 407 

Minnesota and a presidential possibility, by reading. Like results of 
reading could be mentioned without end, all of which illustrate the 
wonderful possibilities of reading for the continuance of education 
started with but little schooling. 

If the possibilities of continuing education by reading were attained 
by the general public the advancement of the nation in all that makes 
for true progress and prosperity would parallel the rise of the great 
men who pieced out their scanty schooling by wide reading. 

Helping to realize the possibilities of reading in the lives of its 
pupils, is, from the very nature of continuation schools, one of their 
main functions. And in the performance of this function training in 
the use of the public library holds a central place. That such training 
is needed is evident from the large proportion of people who make no 
use of that institution. 

Excluding Milwaukee, the cities of the state which last year main- 
tained continuation schools had a total population of 319,452. The 
number of persons over ten years of age, most of whom should be bor- 
rowers of books from the library, was, according to estimates based on 
the last census, 257,477. The number who borrowed books was 125,404; 
the number who did not thus make use of the libraries located in their 
communities was 132,073. That is, the non-users of the library were in 
the majority. 

Now it is doubtless true that a large proportion of these non-users of 
the public library is made up of those who quit school before complet- 
ing the grades and of recent immigrants; that is, of those for whom 
the continuation schools have been especially established. 

Aside from general indifference, probably the main reason why so 
many never go near, let alone use, "the public library is because they 
have not been given any instruction in how to find there the kind of 
reading in which they are interested. Many feel that they would be 
made more or less sport of if they exhibited their verdancy before other 
visitors to the library. To be "green" seems to be the unpardonable 
sin in almost any environment. And so this trifling barrier stands like 
a wall frowning away the very ones who most need to enter. 

It is the duty of the continuation school and the public library to co- 
operate in helping to remove this barrier. The benefit to be gained is 
out of all proportion to the time and effort which will be required. 

Lessons on the Use of the Public Library. 

There has been placed in your hands a synopsis of a course of study 
in the use of the public library devised and carried out with success by 
Miss Smith, Librarian of the Madison Public Library, in giving instruc- 
tion to the eighth grades of the public and parochial schools. A full ac- 
count of the course is given in the Wisconsin Library Bulletin of July, 
October, 1911. Every library has or can secure a copy of this bulletin. 

You will note that there are five lessons, the first four, given in the 
school, requiring from twenty to thirty minutes each (Miss Smith uses 



408 Outlines of Lessons 

only twenty minutes) and the last lesson given in the public library, 
one hour, making a maximum of three hours in all. I would suggest 
that a test be given at the conclusion of the course. This should in- 
clude only simple applications of what has been taught and it should 
relate to things in which the pupils are interested. This test will help 
reveal the points taught which need to be gone over again. 

The time required for the whole course, then, need not exceed three 
or four hours; but even if five hours are necessary only a small frac- 
tion of the time which permit pupils must spend in school each year 
will be used. It would seem, therefore, that the way is clear, and the 
duty likewise, for the continuation school to help remove the barrier 
which keeps so many people from using the resources of the public 
library. 

Practical Use of the Library. 

Having concluded the formal instruction in the use of the library, 
there should be constant use made of the knowledge gained. In connec- 
tion with lessons in the various classes reference work may be assigned 
which will necessitate using the card catalog, the periodical indexes, and 
the reference department. Only a very reasonable amount of such 
work should be given, however. Credit should especially attach to find- 
ing the material without the aid of anyone else, although the librarian's 
aid should be sought whenever necessary. She should take opportunity 
to give the help in such a way as to help the pupil to help himself. 
This is legitimate permit school work; it will strengthen the teach- 
ing in all the lines required by law. 

For instance, the course in citizenship will be increased in practical 
value if the pupils are at times asked to read up in the magazines on 
some current questions, using the Readers' Guide to Periodical Litera- 
ture to direct their reading. Material for debates on public questions 
may thus be secured. Much material on safety devices can be made use 
of in the same way. Health topics will also afford occasions for such 
reference work. But general reading has its claims no less important 
than those of reference work. This topic has been ably discussed by 
Mrs. Trux with special regard to the reading of the girls. 

A Good Bookshelf for Permit Boys. 

The practice of sending from the public library to the continuation 
school sets of books for general reading is a good one, especially when 
the reading of the books is stimulated by methods such as those used by 
Mrs. Trux. However, it sems to me there should be in addition some 
special incentive to get the pupils into the habit of going to the public 
library itself for books for general reading. To this end what may be 
called a good bookshelf should be provided in the library on which are 
placed books likely to appeal to the continuation school pupils. They 
should be encouraged to go to the library and select from this shelf 



Institui^e of Teachers 409 

books for reading at home. To overcome timidity they may go at first 
in groups, accompanied by the teacher. 

The list which has been distributed is merely suggestive and will 
probably need modification both in the way of additions and elimina- 
tions in order to meet the needs of the pupils who are to make use of 
it. There are included books which do not have high literary merit, 
but which will appeal to the interests of the boys and pave the way to 
better reading. Many books in such a list, if it is to be of any use, must 
meet the boys on their own level, but the tendency of the books should 
be upward, not downward. The list also contains titles of recognized 
literary merit in order to tempt those prepared to read them. 

By means of good reading which interests the boys while they are 
connected with the continuation school, we as it were, vaccinate them 
against the reading of inane and vicious books. Too many people 
have an idea that fiction supplies practically the only interesting read- 
ing. The dictum that truth is stranger than fiction should find its ap- 
plication in the choice of reading". The go.od bookshelf for boys has 
been prepared with this idea especially in view. Some fiction is neces- 
sarily included. 

Just as the collection of books in the school may lead to the good 
bookshelf in the public library, so this latter may lead to the selecting 
of books by the pupils from the library's general collection, with the 
aid, when necessary, of the card catalog. 

No plan will work itself. The methods described by Mrs. Trux for 
the securing of general reading by the pupils are highly suggestive ana 
their use is recommended in connection with the plan here proposed. 
Judging from correspondence with librarians of public libraries in the 
cities where continuation schools are located, I am sure that they are 
more than willing to do their share in this important work. 

As teachers of boys and girls in the storm and stress period of early 
life who have the added problem of earning their own livelihood, you 
can, it seems to me, do them no greater service than to give them train- 
ing in the use of the greatest agency for the continuance of education 
beyond school days, the habit of effective reading and the use of the pub- 
lic library to that end. 



TEACHING THE USE OF THE PUBLIC LIBRARY. 

Outline of lessons given to eighth grade pupils in the schools of Madi- 
son by Librarian Mary A. Smith. A full account of these lessons is 
printed in tlie Wisconsin Library Bulletin of July-October, 1911 pages 
13.',-31. I 

Every library has or can secure a copy. 

Lesson 1. Schoolroom. 20 to 30 minutes. 

Classification and arrangement of books. Ten classes of the Dewey 
system with illustrations of the divisions and section^. Grouping of 
books by subjects the main idea of the lesson. 



4i0 Outlines op LessonS 

Lesson 2. Schoolroom. 20 to 30 minutes. 

Review. Drill on call numbers. Exceptions in fiction and individual 
biography. Draw plan of reference room on black board and explain 
arrangement of the books. Different kinds of reference books. 

Lesson 3. Schoolroom. 20 to 30 minutes. 

Review of call numbers. The card catalog. The different kinds of 
cards, how they are arranged; catalog case, index letters. 

Lesson 4. Schoolroom. 20 to 30 minutes. 

General remarks on the library as to regulations, etc. Magazines; 
tables of contents, indexes; Poole and Readers' Guide; library check- 
list. 

Lesson 5. At the Library in groups of about 15. One hour. 

Reference room: general cyclopedias and other reference books 
which they may soon need to use; arrangement. 

Finding books by means of entries on a card, the card for each 
pupil being different; six entries including one each of fiction, refer- 
ence book, and bound magazine. Finding what the library has by a 
certain author, and what the library has about that author. Practical 
use of Poole or Readers' Guide. 



A GOOD BOOKSHEF FOR PERMIT BOYS. 
0. S. Rice, State Library Clerk, Department of Public Instruction. 

Numbers in parenthesis refer to pages in the Township Library List 
of 1914-16. Copies of this list may be secure.d on application to C. P. 
Gary, State Superintendent, Madison, Wis. 

"B. S." refers to every boy's library — Boy Scout edition, published by 
Grosset and Dunlap, N. Y. City, $.50 per volume. 

Conduct of Life 

Drysdale. Helps for ambitious boys (13) 
Waterman. Boy wanted (15) ' 

Arabian nights (26) 

Fairy Tales. Myths 

Carroll. Alice's adventures in Wonderland (28) 
Church. The Odyssey for boys and girls (96) 
Hawthorne. Wonderbook (17) ' 

Primitive Man 
Dopp. The early sea people (42) 

Animal Stories 

Bostock. The training of wild animals (46) 

Carter. About animals, retold from St. Nicholas (47) 

Drummond. The monkey that would not kill (48) 



Institute oip '^EACiiEiRg 411 

kipling. jungle book (50) 

Long. Little brother to the bear, and other animal stories (50) 

Roberts. The haunter of the pine gloom (52) 

Seton. Lobo, Rag, and Vixen (54) 

Velvin. Wild animal celebrities (55) 

Roberts. The lord of the air (5S) 

Industries and InvehtiOnS 

Adam^. Harper's electricity book for boys (40) 
Corbin. The romance of submarine engineering (61) 
Forman. Stories of useful inventions (62) 
Moffett. Careers of danger and daring (62) 

Recreations 

B;ard. Boat-building and boating (91) (B. S.) 

Boy scouts of America: the official hand-book for boys (93) (B. S.) 

Mathewson. Pitching in a pinch (B. S.) 

Literature 

Lamb. Tales from Shakespeare (97) 

Field. Eugene Field book (102) 

Riley. Riley child rhymes (104) 

Scollard. Poems of American Patriotism (108) 

Travels and Adventure 

Bullen. The cruise of the Cachalot (113) (B. S.) 

Slocum. Around the world in the sloop Spray (116) 

Pyle, H. and others. Adventures of pirates and sea rovers (115) 

Sea stories retold from St. Nicholas (116) 

Du Chaillu. Land of the long night (119) 

Du Chaillu. Country of the dwarfs (129) 

Lummis. A tramp across the continent (135) 

Henson. A negro explorer at the North Pole (139) 

Collective Biography 

Beebe. Four American pioneers 

Baldwin. An American book of golden deeds (142) 

Bolton. Lives of poor boys ^ho became famous (142) 

Coe. Heroes of everyday life (143) 

Harden. Stories from life (145) . 

Perry. Four American inventors (146) 

Individual Biography 

Cody. The adventures of Buffalo Bill (150) 
Abbott. Daniel Boone, pioneer of Kentucky (150) 
Meadowcroft. Boy's life of Edison (151) 



412 Outline^ of Lessons 

Mace. Lincoln the man of tlie people (153) 
Brooks. The true story of George Washington (157) 
Riis. The making of an American (156) 
Washington, Booker. Up from slavery (157) 

Indians 

(See also Fiction) 

Howard. Famous Indian chiefs I have known (165) 
Indian stories retold from St. Nicholas (165) 

History 

Baldwin. Fifty famous stories retold (214) 
Blaisdell and Ball. American history story book (166) 
Tappan. American hero stories (148) 
Tappan. European hero stories (160) 

Hawthorne. Grandfather's chair; true stories from New England his- 
tory (173) 
Otis. Peter of New Amsterdam (173) 
Otis. Richard of Jamestown (173) 
Tomlinson. The boys of the Revolution (176) 
Tomlinson. The young defenders (177) 
Strange stories of the Civil War (179) 

Fiction 

Alcott. Little men (181) 

Altsheler. The horsemen of the plains (B. S.) 

Barbour. Crimson sweater (183) 

Barbour. For the honor of the school (184) (B. S.) 

Baylor. Juan and Juanita (184) 

Burton. The boy scouts of Bob's Hill (187) 

Cooper. Last of the Mohicans (188) 

Defoe. Robinson Crusoe (190) 

Dickens. Oliver Twist (190) 

Dodge. Hans Brinker (191) 

Greene. Pickett's Gap (194) 

Grinnell. Jack, the young ranchman (195) 

Inman. The Delahoydes; boy life on the old Santa Fe trail (197) 

Kipling. Captains Courageous (199) 

Lange. On the trail of the Sioux (199) 

Landon. Call of the wild (200) 

Mason. Tom Strong, Washington's scout (B. S.) 

Mathews. Tom Paulding (B. S.) 

Munchausen. Tales from the travels of Baron Munchausen (201) 

Munroe. Cab and caboose (B. S.) 

Page. Two little confederates (219) 

Pyle. Some merry adventures of Robin Hood (203) 



iNSTiTutE OF Teachers 413 



Rolt-Wheeler. The boy with the U. S. census (20) 

Rolt-Wheeler. The boy with the U. S. foresters (21) 

Schultz. The quest of the flsli-dog skin (205) 

Seawell. Little Jarvis (220) 

Stevenson. Treasure Island (207) 

Stoddard. Little Smoke (208) 

Stoddard. Two arrows (208) 

Stowe. Uncle Tom's cabin (221) 

Wallace. The wilderness castaways (McClurg) 

White. Magic forest (210) 



Mrs. Trux's remarks at the Institute Sept. 4, 1914. 

From the first of September, 1913, imtil the middle of July, 1914, 
eleven thousand five hundred and two books were issued to the girls 
of the Central Continuation School. The last half of July was devoted 
to calling in the books and sending them to the Public Library for 
their annual examination. The assembling of the books was very 
satisfactory and the percentage of missing books was much smaller 
than had been expected. 

The girls showed a splendid spirit of appreciation, and in many cases 
took extraordinary pains to bring back the books in time — for the 
honor of the school. 



414 Outlines of Lessons 



30. Permit. 



PRACTICAL ART FOR PERMIT PUPILS. 



ADALENE BENJAMIN. 



Committee. 



Adalene Benjaniin, Chairman, Milwaukee, 

Grace K. Wright, Two Rivers. 

Mrs. H. H. Coplan, Janesville, 



Madison, Wisconsin, Sept. 1, 1914. 



PRACTICAL ART FOR PERMIT PUPILS 

I. Color: i 

1. Matching colors. ' 

2. Combining colors. 

(a) Soft, quiet colors produce the best effect. 

(b) If a color of full intensity is used it must be 

confined to a s.mall mass. 

(c) Tones of one color produce harmonious combi- 
nations. 

(d) One color or tones of one color, with black, 
white or gray;, produce harmonious combina- 

tions. 

II. Design: 

1. Simplicity. 

2. Straight line and conventional. 

3. Balance and proportion. , ' 



Institute of Teachers 415 

III. Color and Design applied to: 

1. Wearing Apparel — Bows, collars and cuffs, belts, ties, 

purses, hat trimmings, flowers, etc. 

2. Household decorations — Dresser scarfs, table runnres, 

sofa pillows, curtains, towels, toilet cases, bags, etc. 

IV. Means of Working Out Color and Design: 

1. Cross-stitch, 

2. Stencil, / ' • 

3. Embroidery, 

4. Crocheting. , . 

V. ^'ype Problems: ' . 

1. Bows, 

2. Roses, 

3. Violets, 

4. Cross-stitch design — purse or pillow, 

5. Design for collar. 



PRACTICAL ART FOR GIRLS. ^ 

Grace K. Wright, Two Rivers. 

There is no man living who cannot love and admire the beautiful; 
the beautiful in art, in nature, and in human life and its surroundings. 
God made "all things beautiful in their turn" and He has given man 
the longing and the power to create works of his own that shadow the 
ideal beauties of the Great Creator. No enjoyments are greater than 
those derived from the love of the sublime and the beautiful. It is a 
great thing for a youth when his mind begins to expand and glow with 
a sense of the beauty and wonder within his reach in the intellectual, 
material and moral world. For the love of things great and noble 
expels the desire for what is grovelling an)i low. It will help a youth 
to cultivate his own best powers and conquer his baser self. 

The girls of our continuation schools will be home makers in a few 
years. Much depends on their training now, whether or not these homes 
will be temples for every virtue and every grace. So I plead today that 
the girls of our classes may be shown that homes can be made lovely 
through inexpensive creations of human arts. I see no reason why our 
factory girls should not be taught the beauties that lie in the paintings 
of great artists. When some thing is known concerning some of these 
pictures, they will soon be appearing in the homes. The Perry and 
Brown copies are wonderful helps in introducing these pictures for 
study. After a collection has been obtained let them be passed among 
the girls. Interest is often aroused by guessing the correct name of 
each one. Then once a week, or oftener, let one picture be chosen from 
the group and some thing of interest be told concerning it. Students 



416 Outlines of Lessons 

never forget the Madonna of the Chair when they know why it is al- 
ways circular, nor do they fail to remember Sir Galahad when they 
know how he became the bravest knight in all the world. Incidentally 
let me suggest that these stories are fine for classes in English and 
give students an insight into some of our best literature. 

After a picture has been studied and points of interest discussed the 
questions naturally arise: If you owned such a picture where would 
you hang it; what kind of a lighting would it require; how should it 
be framed; what kind of a back-ground would it need? All these things 
must be considered in the artistic homes these girls are to make. And 
they must be taught to consider harmony in all their arrangements — 
the tint of the walls, frames of the pictures, the colors in the curtains, 
the rugs — all should be harmonious and may be so with little, if any, 
added expense. 

Any paper dealer will gladly contribute a sample book of wall papers 
where he knows that it is to be used to teach girls to choose papers for 
a dark room, for a room in which Ihe light must be subdued, for a North 
kitchen or a small dining room. All manufacturers of paints send out 
colored cards. One of the best sets I know of is gotten out by the 
Carter Lead Co. and gives helpful suggestions for their uses in various 
places. 

But the master pieces in painting is not all these girls should know. 
The Flying Mercury, the Laocoon group, Venus de Milo, the famous 
Vocal Statute of Memnon, all have things of so much interest that girls 
listen with pleasure to the stories told about them. 

These girls may be introduced into the wonderful realm of music. 
This is easily done now with the aid of the Victrola. When girls know 
the story conected with "The Anvil Chorus," "Faust" with its Jewel 
song and "11 Trovatore" much pleasure will be gained from them. 

Let us give these young people good subjects for better thoughts and 
so obtain the best results for the time and money expended. 



APPLIED ART FOR PERMIT PUPILS. 
Adelene Bekganoin, Milwaukee. 

The purpose of this work is to improve the home and personal adorn- 
ment, and to awaken the individual to the pleasure of creating a useful 
thing. 

The problem of Applied Art for permit pupils is quite different from 
Applied Art for public school pupils. To begin with, these people, or at 
least the majority of them, do not know the ndeaning of the word de- 
sign — they have never possessed a box of primary colors; they are 
frightened at the thought of attempting to draw the outline of the sim- 
plest flower. But they do crave the beautiful. They long to be "styl- 
ish" or "swell." A few have that deep longing to create a thing— some- 
thing individual. This craving is the thing for which we are thankful. 



Institute of Teachers 417 

This unrest — this longing for something better — is a sure indication of 
development. Had the human race been satisfied with conditions cen- 
turies ago, how many beautiful specimens of architecture, how many- 
parks, how many wonderful inventions should we have had today? 

This craving to look "stylish" or attractive is being partially satisfied 
by cheap finery and gaudy gew-gaws. If beads are stylish, why we 
must wear beads — the largest ones we can find. If large hairpins are 
stylish, we must likewise get the largest ones we can find, and if they 
are glittering with "precious stones" they are much nicer, especially to 
wear to the factory or to the shop. The same is true of colors. "We 
have fought a cerise war for over a year. I cannot say that we are en- 
tirely victorious. Dame Fashion may have had something to do with 
it, for cerise is gradually passing on. However, one girl said she had 
learned that cerise, emerald green, and royal purple do not "match well 
together." 

Another one of our disadvantages is that our vocabulary must be as 
simple as that of a primary teacher; that is, we cannot use what is 
commonly known as the artist's vocabulary. We cannot speak of bal- 
ance, Imrmony of line or color, accent, note of color massing, proportion, 
and many other terms so expressive and so necessary in teaching art. 

A short time ago, I was explaining to one of my Pelagias that a flower 
in the center of a pillow cover is not the best arrangement — that there 
was no reason for its being there — that the design did not fit the shape 
of the pillow cover^ — that the center of a pillow, a doily, or a p^ate should 
be left plain, for that is the part to be used. Still a vacant and dis- 
tressed expression on Pelagia s face. Finally I said "Why, Pelagia, 
don't you know it is not stylish to put a figure in the center of a pillow 
cover?" Pelagia arrived at once, and since then has been quite happy 
in creating border designs. In fact, I have observed her smile of su- 
periority as she watched a classmate struggling to preserve the Ameri- 
can Beauty Rose in the center of her pillow cover. 

This is only one of the many problems. Sometimes we feel powerless 
to express the thought, the feeling we wish these girls to get, but when 
the point is grasped and we can be sure of it, we are repaid and soon 
forget the struggle. 

The first lesson we teach is a color lesson. As I said, the majority of 
these girls have never possessed a box of paints. They have no idea 
how to create secondary colors from primary colors. True, we do not 
care whether or not they know the terms primary, secondary, compli- 
mentary, etc., but they must learn that 
blue and yellow=green 
blue and red:=violet 
red and yellow=orange 

This is a wonderful revelation to most of them. Then, we require 
them to make several shades of brown and grey from the primary colors. 
We then give each girl four or five samples of dress goods to match. 
She chooses one particular sample, matches it in water color and shows 

27— B. I. E. 



418 Outlines of Lessons 

what color hair ribbon and hat trimmings she should wear with this 
color. We also discuss the color of the hair and eyes and what colors 
are best worn. 

After one of these lessons, one girl was heard to say "If you wear blue 
It is better that you should choose blue eyes." 

Sometimes we give each girl three or four fashion pictures. She 
chooses one best suited to her figure and proceeds to color the gown in 
the colors best suited to her coloring. This lesson gives us ample op- 
portunity to talk on simplicity of dress, showing how ridiculous some 
styles are; how, though the purse be small, one may be much more 
pleasing and attractive than one who has a large purse and is gaudily 
dressed. 

The next three or four lessons are devoted to personal adornment. 
Much time is given to individual coloring, figure, etc. At this time, we 
make neckwear, belts, purses, hat trimmings, French flowers and what- 
ever the season and our best judgment will permit. Yes, I confess we 
do make ribbon flowers. I wish I might see my way out of it, but at 
present I cannot. This is one of the great joys to nearly every girl. It 
is the very first thing she asks to make, and perhaps it is at this time 
that she first catches a glimpse of the power to create. At any rate, she 
comes to us longing to possess this sort of thing, and by satisfying this 
longing we can best bring her up to the level where we hope to teach 
her better things. 

First of all, these permit girls come to us rather reluctantly, but as 
soon as they know that they may learn to make flowers they are capti- 
vated — they are anxious to come. Another thing, in order to make 
flowers, the girl must be neat, painstaking and patient, so this is an in- 
centive to do better work. We do try to make these lessons,- lessons in 
color, showing the girls what colors to choose, also showing them that 
artificial flowers are best worn on hats — not on coats, gowns or muffs. 
Then it is economically valuable to know this work, for fifteen cents 
worth of flowers made in this way will be worth as much as seventy-five 
cents worth purchased in the shops. So much for the color work. We 
by no means drop color here, but we add to it the study of design. 

Just how to approach this phase of our work has been and is a prob- 
lem. We began with the straight line design. First we drew a few on 
the blackboard just to show what is meant by straight line design. We 
found that no new thing was created. Nearly every girl made a very 
fair memory production of the designs drawn on the blackboard. This 
would not do, so the next thing we did was to suggest squares, bars, tri- 
angles, etc. This was a little improvement, for we knew that whatever 
we found on their papers was original — it came from the mind of the 
pupil. As a drowning man grasps a straw, we grasped this straw and 
built upon it. The curved line is a different problem. We sometimes 
give a general lesson on flower forms, requiring each girl to make a flat 
drawing of a flower, its bud and leaf. From this, the design is devel- 
oped. True, there are few who do not require a great deal of help with 



Institute op Teachers 419 

the first design, but we endeavor to make the girl feel that she has done 
well and that only a few alterations were necessary. 

I believe that in Art work as in no other line of work, self-confidence 
and freedom must be attained before anything can be accomplished. 
These girls come to us thinking that they cannot do anything — never 
have — never can — that to draw is an accomplishment belonging to only 
a few unusual and perhaps peculiar individuals. One of our first mis- 
sions is to surprise them by showing them how well they can draw. 
When the second design is to be made we find that confidence is doing 
its work. 

We do a great deal of stenciling — not because we wish to teach stencil- 
ing primarily, but because it is the quickest and least expensive way of 
working out a color scheme in design. When selecting the colors for a 
sofa pillow, for instance, the girls are amazed at our first question^ — 
what is the color of the room in which this pillow is to be used? What 
colors are in the wall paper, the rug, the curtains? This one point is a 
great awakening. The idea that a pillow, or a table runner, or the cur- 
tains should be in harmony with the walls and rugs. 

Frequently the girls ask permission to take their work home and 
work on it during the evening, or take it to the shop, factory, or stock- 
room to work on during the noon hour. Nearly every girl has taught 
seme friend to make some of the things she has learned in the Art 
Room. Some who have finished their course come up for an extra les- 
son whenever they have a day off. Some who leave work at four o'clock 
come up for the last hour to ask advice or get material to help out with 
their home work. Then we have a few very reliable and careful little 
workers, who have finished their course, but wish to keep up the v/ork 
and earn a few extra dimes. These girls take orders independently, or 
through the school. 

These facts, together with the fact that when the girls leave us, they 
are very glad to take a list of materials and names of shops where these 
materials may be found, go to show quite conclusively that this work is 
getting into the homes. If it does not get into the homes, and if it does 
not get into the lives of these people, making for betterment in home- 
making and a general uplift in the business of living — if it does not do 
all of this — the purpose of our work is lost and we would better be 
teaching something else — I cannot say what — for if there is no uplift in 
this work, I believe there is no uplift in anything. 

Not long ago I arranged with an academic teacher to have each girl 
write a composition on "Will my training in the Art Room be of any 
use to me in the future?" Out of three hundred and fifty girls, two 
failed to see where they could make any use of this work. Nearly every 
girl said that she expected to keep house sometime, and by learning 
what she could in the Art Room she hoped to make her home more at- 
tractive. They also said that since coming to the Art Room they had 
learned to have more care about the colors they wear. As one girl ex- 
pressed it: "When I dress to go to work in the morning, I always think 



420 Outlines of Lessons 

what color hair ribbon should I wear with this dress?" These composi- 
tions showed us that we have at least been felt; that the girls are 
awakening; that there is something there that is struggling for growth. 

Now, the work is not all we wish it to be by any means. There are 
many hopeless cases, and many times we feel that we have failed, but 
when I look back at the girls as they came to us nearly a year ago, and 
compare them with the girls leaving us, I am convinced that it is worth 
while. I agree with the one who said: 

"I believe in Art, not for Arts sake, but for its enrichment of life, and 
its power to make more perfect the pleasure of living. 

"I believe in Art which can be applied to the most simple and useful 
things, making them more complete and more beautiful and therefore 
more capable of giving enjoyment. 

"I believe the highest enjoyment of beauty comes, not from mere ap- 
preciation, but from the production of a beautiful object. 

"I believe that Art applied to the demands of every day life, and 
wrought by heart and mind and hand is the greatest and truest Art." 



SUCCESSFUL WORKMAN MUST BE AMBITIOUS. 

"More than mere skill of the hand is required to make success- 
ful workmen," said L. D. Harvey of Stout Institute, Menomonie. 
"The successful workman must have ambition to do the best work 
he can and to make the most of himself," Mr. Harvey continued, 
"and he can not be satisfied with doing just the same work today 
as yesterday. 

DEVELOP AMBITION. 

"A steady effort should be made by every teacher to do all that 
can be done to develop the ambition of the pupil. It is a work 
that is often neglected by the public school. Develop in the pupil 
an ambition to do honest work — not to want to put things over or 
pass off an article for better than it is; an ambition to deal honestly 
with his employer and with himself. Develop an idea of high 
standards of work and of relationship with the employer; an am- 
bition in the individual to do the best he can, not merely as well 
as some others. 

"Our schools are not simply to make workmen, but first and 
foremost to make responsible men and women who will become 
good workmen and valuable citizens to the state." 

Mr. Harvey said 4 per cent of the established schools children 
drop out before or at the end of the elementary courses and this 
he claimed is from choice and not necessity and is because the 
courses offered do not appeal to the child. 

The speaker ridiculed the idea that merely because a man is a 



Institute of Teachers 421 

master of his trade that he is able to teach that trade. He equally- 
criticised the opinion that the best place to learn a trade is a fac- 
tory. He said that factory owners are largely unprogressive, and 
frequently run their business' into bankruptcy because they malce 
no effort to keep up with improvements. 

— Free Press. 



422 Outlines of Lessons 



31. Evening-. 



MECHANICAL DRAWING FOR EVENING CLASSES. 



First twentv-four lessons. 



J. E. FULTS. 



Committee. 



J. E, Fults, Chainnan, Marinette, 

O. O. Wheeler. CIiippCAva Falls, 

L. A. Wirick, Beloit. 



Madison, Wisconsin, Sept. 1, 1914. 



In formulating this outline course of study in mechanical draw- 
ing for evening schools of six to eight months duration, the com- 
mittee recognizes the fact that no arbitrary course can be outlined 
that will meet the demands of all of the different communities in 
the state. We have ajmed to make the course elastic. However, 
while the course is suggestive and the drawing models named in 
the problems are suggestive type models, there are certain essen- 
tial things that must be taught in any course in mechanical draw- 
ing. We have aimed to include those essential things. 

Outline of Course in Mechanical Drawing for Evening Schools. 

1. Talk: Industrial value of mechanical drawing. Use of blue 

prints in shop work and building construction. Informa- 
tion concerning instruments, drawing board and other 
needed materials. 

2. Talk and demonstration: The drawing; conventional lines; 

relation of views; dimensioning; the title; lettering. Each 
student given blue print of Gothic lettering to copy at 
home. 



Institute of Teachers 423 

Problem 1: Make drawing of simple rectangular ob- 
ject, placing views correctly, dimensioning and placing 
title. 

Problem 2: Drawing of slotted or grooved object ne- 
cessitating use of broken lines for Mdden surfaces. 

3. Talk: Dimensioning for small dimensions. 

Problem: Box or drawer. 

4. Talk: Use of compasses; center lines; finish marks and notes; 

fillets. 

Problem: Circular picture frame; vise anvil or ob- 
jects requiring fillets and finish. 

5. Talk: Center lines; radial lines; holes — drilled, tapped, 

reamed and cored. 

Problem: Cylinder head or some circular object with 
drilled or tapped holes. 

6. Talk: Compound curves; plotting irregular curves. 

Problem: Mallet or tool handle. 

7. Sectional views; explanation of scales. 

Problem: Rachet wheel, pulley, flange or piece of fur- 
niture. 

8. Talk: Orhtographic sketching — freehand and with straight 

edge; cross section paper. 

Problem: Freehand sketching of several objects, in- 
cluding furniture and machine parts. 
9—10. Working drawings of two of sketched objects— one of furni- 
ture and one of machine part. 

11. Inking and tracing. 

12. Selection of course: Machine drawing; architectural drawing; 

cabinet detail work; furniture design; tracing. 

Machine Drawing. 

13-14. Standrad bolts and nuts; screws and rivets; other stock 
parts and conventions. 

15. Shaft bearing pedestal or shaft hanger. 

16-24. Detail and assembly drawings of some machine in the shop. 

Architectural Drawing. 

13. Talk: House plans; construction. Students to plan at home 

a building to cost under $2000. 
Problem: Detail conventions. 
14—15. First and second floor plans from plates. 

16. Basement and roof plans from plates. 

17. Front elevation and sectional detail from plates. 
18—22. Own building plans. 

23—24. Details of interior trim, stairway, flxtures, etc. 



424 Outlines of Lessons 



OUTLINE OP A COURSE OF LESSONS IN MECHANICAL DRAWING 
FOR USE OF NIGHT SCHOOL CLASSES. 

By L. A. WiEiGK, Beloit, Wis. 

The following outline is intended for use with students whose pur- 
pose is to learn to make drawings. The subjects of reading drawings 
or blue prints, and shop sketching should not be combined with that 
of making drawings. The subject matter is not the same and a different 
method of presentation is required. 

The following outline has been made with special reference to ma- 
chine drawing. Other kinds of drawing such as architectural drawing, 
cabinet and mill work details, sheet metal pattern drafting and struc- 
tural steel drawing are merely specialized applications of the same 
fundamental principles. The material for illustration and models 
should be selected so as to be appropriate to the particular branch of 
the general subject of drafting, but the subject matter and its presen- 
tation should not be essentially different. 

The students should have a text book covering the necessary 
explanation of the purposes and processes, so that they may have 
clearly in mind what to do, how to do it and why it is done. In 
lieu of such a text the instructor must furnish this information 
by means of lectures or informal conversation. If a text book is 
used it must be supplemented by such verbal instruction as may 
be required in each individual case. 

Preliminary. The first meeting of the class will be taken up with 
an explanation of the general purpose of the class, the subject 
matter to be dealt with, the equipment of instruments and sup- 
plies to be provided by the students, classification and enrollment. 

1. The making of straight lines. 

Use of tee square and triangles. Proceed from single 
unrelated lines to horizontal, vertical and oblique lines, 
parallels and perpendiculars, definite ends and accurate 
joinings. 

2. The making of circles and tangents. 

Use of compasses. Conventional center lines. The ex- 
excises should include a variety of combinations of circles, 
arcs and straight lines, with center lines as needed. 

3. Dimensions and measurements, lettering, etc. 

Use of scale, witness and dimension lines, use of dividers. 
Furnish each student with blue print or other copy of a 
standard system of lettering. This should be used as a 
guide for frequent practice to obtain a neat and legible 
style. 



Institute of Teachers 425 

4. The meaning of lines. 

It is of vital importance for the student to get a clear 
understanding of the relation between a line of the draw- 
ing and the part of the object which it represents. Use a 
simple (but irregular) object or model and show the lines 
to be used in making one view. Assign different views of 
the same object to different students, each student to make 
one drawing from direct inspection and measurement of 
the model. Convention for invisible parts. 

5. The relation of views. 

It is likewise of vital importance for the student to get 
a clear understanding of the arrangement of views techni- 
cally known as third angle orthographic projection, which 
is in general use in engineering industries. An excellent 
method of demonstrating this subject is by using six draw- 
ings of one object made in lesson 4 to make a box model 
which can be spread out to show a variety of correct group- 
ings. A more complete and scientific explanation should 
be made at a later stage if the progress of the students 
should warrant it. 

6. Sections. 

, 7. Scale drawings. 

These subjects can be well presented by furnishing an 
actual working drawing, (blue print) and requiring a new 
drawing showing different views, sections at specified 
planes, and a different scale. Compare the effectiveness of 
the new drawing with the original. 
Note: It is contemplated that the foregoing lessons have cov- 
ered practically all the combinations of lines required for working 
drawings. Such topics as the conventional representation of screw 
threads, finish marks and notes as to certain details of operation 
such as cored, drilled, reamed and tapped holes, character of fin- 
ish and nature of fastenings may be introduced in connection with 
any of the following lessons as occasion may require. 

8—10. Working drawings from sketches. 

Student should be furnished a sketch (carbon or mimeo- 
graph copy) of an object giving the necessary information 
for making a comI)lete working sketch. Make it plain that 
the drawing is not merely a copy of the sketch but must 
show that the draftsman has obtained from the sketch a 
mental conception of the object and has. embodied that con- 
ception in the working drawing. Discuss the relative ad- 
vantage of different views and arrangements and develop 
the idea that a draftsman's position involves not only fin- 
ger work but is a thinking job as well. 



426 Outlines of Lessons 

11—13. Working drawings from notes. 

This worli is similar to tliat of 8 except that the in- 
formation is given to the draftsman in the shape of a com- 
plete written description of the object to be made. The 
notes sliould be so comprehensive as to leave nothing as 
to shape or size to tlie judgment of the student. Tlie stu- 
dent should translate the notes into a sketch which when 
approved by the instructor is to be made into a working 
drawing. As before it is essential that the draftsman have 
a correct mental conception of the object shown. 

14—15. Working drawings from specifications. 

This work is partly a combination of the last two sub- 
jects, but differs from them in not furnishing complete in- 
formation, thus introducing in a measure the element of 
design. Care must the used that a very limited amount of 
design work is required, as these lessons are in drafting 
rather than designing. 

16—19. Sketches and working drawings from a machine. 

The student is given a certain piece or part of the ma- 
chine with instructions to make first a complete sketch. 
The instruction should include the means of obtaining the 
information by inspection and measurement of the object 
and the best procedure in making the sketch. Consider- 
able importance attaches, to the methods employed. After 
the sketch is approved a drawing is to be made from it 
without further reference to the object. Approval of the 
sketch should not. include a guarantee of its completeness 
or accuracy, the student being responsible for these. It 
would be well for students to exchange sketches. The 
work should be arranged so that together a complete set 
of drawing of the machine will be made and traced and 
from the blue prints an assembly drawing constructed. 

20. Tracing. 

(Note. It may be that individual needs may call for a 
greater amount of tracing than here specified. In such a 
case some other topic must be abridged and the subject 
of tracing introduced as an earlier number.) One com- 
plete tracing of a drawing previously made is expected. 

21—22. Assembly drawing. 

Construct an assembly drawing from blue prints made 
from tracings of lessons 17—21. 



Institute op Teachers 427 

23-24. Projections. 

(Optional.) In most cases it is desirable to devote one 
lesson to a further description and paplication of the ar- 
rangement of views as suggested in 5. This should em- 
brace only orthographic projection. It is not thought best 
to introduce isometric, cabinet or perspective projection 
in the first year's study. This number may be placed at 
any time after lesson 16. 

DISCUSSION. 

Mechanical drawing should be taught and studied as a means of ex- 
pression, that is, as a language. It is the general language of the en- 
gineering world. It is an artificial language inasmuch as it cannot be 
produced or understood except by those who are versed in its idioms 
and conventions. In some respect it is comparable with written music, 
which through the sense of sight conveys impressions to the mind of 
a person skilled in understanding the musical characters employed. In 
the same way an engineering drawing conveys impressions to the mind 
of a person skilled in understanding the symbols employed. 

There are two sides to the study of a language. One line of effort 
is to secure facility in its production; the other is to secure the ability 
to understand the language when produced by other persons. In other 
words there are writing and reading to be learned. The two subjects 
marily to obtain by inspection of the graphic symbols, the thought em- 
in the graphic symbols of that language. To read a language is pri- 
are distinct from each other. To write a language is to embody thought 
bodied in them; secondarily, to convey that thought to others by the 
vehicle of speech. In this second meaning a drawing cannot be read. 
Mechanical drawing is exclusivelyi a graphic language. Its symbols 
have names to be sure, but speaking the names of a succession of sym- 
bols is not reading in any true sense whether applied to a drawing, a 
sheet of music or a page of a printed book. Classes in mechanical draw^ 
ing should be strictly limited in their scope to the writing of this 
language. The business in hand is to make drawings, never losing 
from sight that a mechanical drawing is an embodiment of engineering 
thought. 

Successful learning of the subject of mechanical drawing depends 
upon two things, capacity and application on the part of the student, 
and successful teaching on tlie part of the party of the second part. 
Making no estimate of its actual importance and no comparison as to 
its relative importance, the first fundamental, capacity and application 
on the part of the student is set aside as beyond the scope of the pres- 
ent discussion. The remaining requisite, successful teaching, consists 
of two parts, a proper selection of the subject matter and its proper pre- 
sentation. The latter in a great measure and the former in a lesser 
degree depend upon the ability of the teacher. Let this part of the 
matter also be set aside on the assumption that the teachers of the 



428 Outlines of Lessons 

night school classes are qualified for their undertaking. There remains 
for consideration the subject matter and in a measure the methods for 
its presentation. 

The graphic language of engineering drawings consists of a variety 
of symbols, embracing lines of many kinds, a multitude of arbitrary or 
conventional characters, together with the letter and figures of the 
common language, English, German, Japanese or otherwise. This al- 
phabet is of indeterminate extent and each particular engineering in- 
dustry has its own particular dialect. Furthermore, a draftsman is at 
perfect liberty to invent and use whatever new symbols he may desire, 
subject to the uncertainty of their being understood by the persons 
attempting to read his drawings. Let it be established at this point 
that the purpose of a drawing, the sole reason for its existence, is to 
convey information, and to do this it must be made up of symbols 
which are comprehensible to the persons who are to receive the infor- 
mation. There are symbols in common use and of general acceptance 
sufficient for ordinary needs. A draftsman should confine his language 
to these, or, going beyond such limits, must furnish a key translating 
his new or unusual symbols into terms of the common language. 

The first work of the student is to learn the appearance and make 
up of the standard symbols and to acquire a little facility in their pro- 
duction. A drawing is composed of lines of various kinds, letters and 
figures and certain conventional signs. The greater part of it is lines, 
and the student must first learn to make lines. Lessons 1, 2 and 3. 
Having learned the appearance of lines and the use of instruments in 
making them, he must next learn their meaning, so as to be able to 
use them, to correctly express his thought. Lesson J/. It is of vital im- 
portance for the student to get a correct understanding of the relation 
of a line of a drawing to the part of the object it represents. Let this 
point have constant attention. It is fundamental. The next subject for 
the student's attention is the meaning of a drawing as a whole. Les- 
son 5. Let it here be established that while a drawing represents an 
object it is in no sense a picture of the object. The artist's purpose is 
to convey impressions; a draftsman's purpose is to convey information. 
A picture shows a thing as it appears to be; a drawing shows it as it 
is. The student must here get a clear understanding of what a view 
is and of the arrangement of views in ordinary use. The instruction 
should be restricted to orthographic projection in the third angle. It 
is inadvisable to introduce isometric, cabinet or perspective projection 
in the first year's work. 

It has been repeatedly stated in varying terms that a mechanical 
drawing embodies engineering thought. The first existence of a ma- 
chine, a bridge or a building is in the mind of the designer. Before 
it can be fully embodied in the materials appropriate to its construc- 
tion, it must pass through various stages of manufacture and erection. 
Men of many trades must have a hand in its production and they must 
all work to the one end of fulfilling the designer's idea. For this pur- 
pose a set of drawings showing the entire fabric and all its parts is 
needed. A designer is usually not a draftsman. He gives his infor- 



Institute op Teachers 429 

mation to a draftsman wlio makes the necessary drawings. The drafts- 
man cannot express thought in his lines unless he is in possession of 
the thought. He must have a mental conception of the thing to be 
made. He may get this from a verbal or written description, from 
sketches, or from a combination of these, or if the thing has been made, 
the drawings may be made up from the thing Itself. The student 
should have work assigned to him in all these ways. Lessons 8 to 10 
for notes, 11 to 13 for sketches, 14 and 15 for specifications. He must 
learn to form a mental picture from notes and sketches furnished him 
and to record his own ideas in the same way. For simple objects there 
is no better way of giving the necessary information than a written de- 
scription. Nothing could be more complete and definite than to describe 
an object as being for example "a cylinder 2" diameter by 4" long." 
But there are few parts of a structure so simple. The notes soon be- 
come so voluminous and indefinite as to be inadequate. To escape the 
insufiiciency of words the designer makes a sketch. A dozen pencil 
marks may convey more meaning to the draftsman than a dozen sen- 
tences of ordinary words. 

This part of the course of lessons can be arranged to follow the sys- 
tem of an ordinary factory drafting room. The draftsman gets his or- 
ders from the designer together with the necessary data or specifica- 
tions, which may be very complete and specific or merely suggestions 
and general plans. Let the instructor assume the role chief draftsman 
and assign work to the students by means of notes, sketches and specifi- 
cations, following a systematic and comprehensive plan. The teacher 
must, however, combine his role of designer or chief with his regular 
business of giving instruction, not merely giving orders. The class 
may be able to get out a complete set of drawings for some machine. 
There is an interest in a complete thing that does not attach to its parts, 
and if all the parts are made and put together in an assembly drawing 
the individual and collective interest will be maintained. 



J. E. FcjLTZ, Marinette. 

Whether they be draftsmen teachers or teacher draftsmen, few drafts- 
men agree in detail on any course in mechanical drawing and there is 
likely to be much quibbling over unessentials. However, I believe that 
most of you will concede that with an evening school class (more than 
with any other, perhaps), usually composed of students more mature 
than found in high school work, that the sooner the work given them 
impresses them with the fact that they are getting something that they 
need or that is usable, the more successful such a course will be in 
holding up the attendance. 

It is with that idea in mind that this course has been outlined. 

I would also say that if you are fortunate enough to have a school 
printing press that it would be a fine thing to get out some leaflets of 
information to be given at the proper time to each one for home study. 



430 Outlines op Lessons 



32. Evening-. 



TYPEWRITING FOR EVENING CLASSES. 



First twenty-four lessons. 



LULA M. WESTENHAVER. 



Committee. 



Lula M. Westenhaver, Chairman, Madison, 

Mabel Easterbrook, Menasha. 

C. W. Otto, Marslifield. 



Madison, Wisconsin, Sept. 1, 1914. 



Purpose: Foundation for typewriting efficiency in modern busi- 
ness office. 

1. Tlie first twelve lessons are intended to give complete control 

of the keyboard. 

2. The next six lessons cover the subject of business correspond- 

ence, furnishing an ample drill in forms and arrangements 
and also giving the practice necessary for developing speed. 

3. The last six lessons cover the subject of legal documents; give 

practice in transcribing and aim to accelerate speed in 
writing. 

' The attitude of mind of the student toward the subject 
will determine the ultimate skill of the operator. Enthu- 
siasm, optimism, and determined effort are particularly im- 
portant. The instructor should strive to inspire the stu- 
dent with the proper spirit. 



Institute of Teachers 431 



First Lesson: 

(a) A brief explanation of tlie typewriter — its various parts with 

illustrations and demonstrations. 

Care of machine — how to keep it clean. 

Keys should be blanked. Erasers never permitted. 

(Every time and labor saving feature should be 
used, not occasionally, but in all of the work turned 
out on the machine. This part of tpyewriter operat- 
ing depends to a great extent upon the watchfulness 
and thoroughness of the instructor.) 

(b) The writing position at the machine with a demonstration of 

the proper posture of the body; the correct position of the 
hands and arms; body erect, feet on floor, elbows held well 
in, wrists up, arms and hands relaxed, lingers flexible. 
Practice on the following features: 

Inserting and removing the paper. 

Spacing and beginning a new line. 

Releasing the carriage. 

Operating the space bar. 

The importance of the guide keys "a" and ";". 
Particular attention should be paid to an explanation of 
the way the matter is arranged on the page. In the first 
lesson half sheets should be used instead of full size. 

(c) An explanation of the touch system with demonstration. 

Movements directed by mind rather than by sight. 
Every movement should be definite, the result of a thought. 
Reaches should be learned without looking at keyboard or 

hands. 
Technique of keyboard must be thoroughly mastered to 

write without hesitation. 
Train for accuracy, particularly accuracy of method. 

(d) A demonstration of the proper finger action. 

Training to avoid moving the hand; the finger movement 

should be used entirely. 
Associate certain keys with certain fingers in the mind. 
Pibgers trained to strike the keys accurately by the rule: 

invariability of fingering. 

(e) Explanation and demonstration of proper stroke. 

Light, staccato stroke; in other words, students should be 
trained to hit the keys and not to "punch" them. 

The key should be struck in the center with the ball of the 
finger. 

Train for an even, rythmic stroke to develop uniformity of 
touch. 



432 Outlines of Lessons 

(f) An explanation of the keyboard charts and how they are to be 

used by the student. Drill on memorizing. Practice in 
making the various reaches. 

(g) Practice regular keyboard drill exercises of whatever text-book 

you may be following. 

(h) Inspect the work — training to detect uneveness of touch. 

Second Lesson: 

(a) An explanation of the new section of the keyboard to be 

learned. 
Practice on making the reaches. 
Practice on memorizing. 
This should be preceded by a drill on the first keyboard 

division in order that the student may be sure he knows 

the exact location of each letter. 

(b) New features of machine to be learned: 

Paper release. 
Adjustment of paper. 
The scales. 
The printing point. 
The back spacer key. 

(Note: If the periods are short this lesson may be di- 
vided up into as many sections as are necessary. 

(c) Practice on exercises of text. 

'd) Reviews on touch and the features of the machine learned in 
lesson one. 



Third Lesson: 

(a) Keyboard drill; memorizing new section of keyboard. 

(b) New features of the machine to be learned. 

Line spacer gauge. 
Cleaning type and machine. 
The paper guides. 
The marginal stops. 
The marginal release. 

Regulating carriage tension — should only be attempted by 
expert. 

(c) Practice in making the reaches to the new keys. 

bet entirely arbitrary.) 

(d) Practice on the regular exercises of text. 

(e) Special exercises for third finger. 



lisrsTiTuTE OP Teachers 433 

Fourth Lesson: 

(a) Memorize new section of keyboard. (Letters of alphabet all 

located and memorized. Method of introduction of alpha- 
bet entirely arbitrary. 

(b) New features of the machine to be learned: 

The envelope holder. 

The paper guide. 

The column selector. (Remington) 

The tabulator. (Underwood) 

The variable line spacer and lock, 
(e) Explanation and illustration of proper method of keeping first 

finger anchored while operating the fourth finger keys. 

(Demonstrate.) 
(d) Practice exercises. 

Fifth Lesson: 

(a) New features of machine to be learned, with a thorough re- 

view of previous features: 
The shift key. 

The two color ribbon device. 
The ribbon movements. 
Changing ribbon. 

(b) Explanation and demonstration of method of making capital 

letters. Practice. 

(c) Practice on exercises of text. 

(d) Practice on alphabetical sentences. 

Sixth Lesson. 

(a) Practice on new features of machine to be learned: 

Oiling the machine. 

Ruling. 

Preparing for stencil making. 

(b) Practice on characters not on the keyboard — dash, division, 

degree, minutes, seconds, etc. 

(c) Drill on making reaches to various letters. 

(d) Practice exercises. 

(Note: It will be necessary to review thoroughly "a." 
and "b" later in the course.) 

(e) Make up a budget of the first six lessons. After each budget 

is completed, the pages should be bound together in a 
manuscript cover; the first page should give the following 
information: Budget number, name of student, date of 
beginning and completing of budget. 

Repetition drill is necessary for facility in execution. 
Word drill — Success as typist depends upon ability to finger iso- 
lated words. Word practice is intensive. 

28— B. I. E. 



434 Outlines of Lessons 

Sentence practice — Practice on alphabetical sentences has special 
value In helping to memorize the keyboard and in bringing into 
use infrequent letters. Alphabetical sentences should be varied, so 
as to introduce different combinations of letters. 

Sentence practice is extensive and has a double value in that it 
gives continuity of movement and interests the mind. 

Paragraph practice — This is. essential to develop the smooth, 
well-balanced action of the hand. 

The student should then be able to write slowly, but accurately, 
from copy, any new material. 

Seventh Ijesson: 

(a) Explanation of method of preparing lessons in new budget. 

Triple spacing, centering, margins, etc. 

(b) Assign for study "Numerals." Fractions, Roman numerals, 

mixed numbers, decimal point, etc. 

(c) Exercises on "Numerals." A quiz in next lesson. 

(d) Practice on alphabetical sentences. 

_^ Eighth Lesson: 

Follow the outline given for seventh lesson. 

Ninth Liesson. 

(a) Memorizing upper bank of keys. 

(b) Practice on exercises — words, figures, and alphabetical sen- 

tences. 

(c) Drill on "Numerals." 

(d) Practice in spacing after punctuation marks. 

(e) Memorize rules for spacing after punctuation marks. 

Tenth Lesson: 

(a) Finish memorizing upper bank of keys. Associate the two 

characters on one key. 

(b) Practice exercises. 

(c) Drill on correct form of words so abbreviated, as 1st, 3d; whole 

numbers, date, fractions, dollars, titles of honor, form of 
salutation, abbreviations, etc. 

(A quiz on this should be given in the following lesson.) 

(d) Copy selected articles. 

Eleventh Lesson: 

(a) Explanation of method of preparing the lesion. 

(b) Copy selected articles. 

(c) Drill on "c" in the tenth lesson. 

(d) Make up a budget of second six lessons. 



Institute op Teachers 435 

Twelfth Lesson: 

Follow the same plan as that given in the eleventh lesson. 

Thirteenth Lesson: 

(a) A study of the various parts of a business letter. 

Place and date of v^^riting. 

Address. 

Salutation. 

Body. 

Complimentary closing. 

Signature. 

(b) A study of the proper arrangement of a business letter. 

Appearance — even touch, clean type, margins like a pic- 
ture mat. 
Accuracy. 

Proper balance — middle of page. 
Spacing. 
Paragraphing. 
Indentation. 
Conventional standards. 

(c) Copy business letters, selected. 

Fourteenth Leeson: 

(a) A study of the method of preparing the lesson. 

Heading of a letter. 

Printed letter heads — second or blank sheets. 
Quotations within a letter. 
Postscripts. 

Enclosures — how to handle. Drafts and money orders. 
Placed in envelope. 

(b) Corrections and erasures. 

(c) Postal Cards. 

(d) A study of manifolding. (Carbon copies.) 

(e) The Mimeograph. Stenciling. 

(f) Folding letters. (Demonstration.) 

(g) Drill on business letters. Selected. 

Fifteenth Lesson: 

(a) Constructive work to develop the student's knowledge of form 
and arrangement and to give him additional typing speed 
on business correspondence. "Office Training for Stenog- 
raphers" contains material especially adapted to such an 
exercise. This may be supplemented by other letters 



436 Outlines op Lessons 

which the teacher can previously prepare. These letters 
may, if desired, be taken from "Speed Practice." They 
should be written on a duplicating machine so that each 
student can be furnished with a copy. In preparing the 
exercise the matter should be written straight along with- 
out any attempt at arrangement or paragraphing. This 
should be left to the student. After the exercises have 
been prepared and inspected, such exercises as have not 
been arranged in accordance with the principles laid down 
in the thirteenth and fourteenth lessons, should be returned 
to the student with criticism and new copies be required. 
As many exercises as the time will permit should be provided 
for the fifteenth lesson. 

.■ ::l. ._ . ' .. \ 

Sixteenth Lesson: 

(a) A study of directing envelopes. 

Insert in left side of machine. 

Position — first line of address just below middle of en- 
velope. 
Address^in full. Avoid abbreviation. 
Space — double or triple, according to size of envelope. 
Punctuation. 
Use of tabulator. 
"City" should never be u.sed. 

(b) Drill on addressing twenty-five envelopes. 

(c) A study of the finished letter. Flap of envelope over top of 

letter. All of the letters previously written should now 
have envelopes addressed and the letters prepared for the 
dictator's desk by arranging them in this way. 

(d) The students should be given an oral examination to estimate 

their knowledge of this subject. 
Exercises should be provided for writing telegrams and blanks 
furnished. For material for this exercise, see "Office 
Training for Stenographers," page 151. 

Seventeenth Lesson: 

(a) A study of the method of preparing this lesson. 

(b) Prepare exercises covering the subjects of statements and bills. 

Business letters. 

(c) A study of "Rough Drafts." 

(d) Prepare several exercises on "Rough Drafts." 



Institute of Teachers 437 



Eighteenth Lesson: 

(a) Study "Centering." Exercises should be provided for practice 

on centering. Tliis sliould be composed of titles of books 
with subtitles (see page, 625, July 1912 Gregg Writer),. 
-titles of various business papers, Mollis, specifications, con- 
tracts, etc. (See Section 10, "Office Training for Stenog- 
raphers"). The teacher should provide ample exercises 
for this lesson. 

(b) Make up budget. 

Speed is the result of five things: efficient fingering ability, 
accuracy, continuity of operation, steady nerves, and con- 
centration. 

Nineteenth Lesson: 

This is a "speed" lesson. 

(a) Provide a number of general magazine articles to be written 
for the purpose of gaining speed in copying from straight 
matter. Many of the articles given in the "Expert Short- 
hand Speed Course" will afford excellent practice of this 
kind. I 

An introduction to the work of this lesson might be made up 
of the e-xercises on "Paragraph Writing given in the Ty- 
pists' Department of the Gregg Writer. It should be sup- 
plemented by plenty of practice. The necessity for accur- 
acy should be kept constantly in mind. Speed contests 
may be organized to awaken interest in the subject. At 
first practice matter should be used, and then new matter, 
as above outlined. 

A useful exercise that may be followed by teachers at this 
stage, is to dictate direct to the machine, writing the mat- 
ter dictated on the board at the same time in shorthand. 
This focuses the eyes of the student on the board and gets 
them into the habit of reading shorthand and typing at 
the same time. 



Twentieth Lesson: 

(a) Study forms of documents. 

(b) Make one copy of following documents and prepare suitable 

manuscript covers for each: 

Form of Contract. 

Form of Will. 

Notice of Shareholders' Meeting. 

Warranty Deed. 

Form of Mortgage. 



438 Outlines of Lessons 

Bill of Sale. 

Lease. 

Affidavit. 

Motion for a New Trial. 



Tvventy-flrst Lesson: 

(a) A study of the use of the Remington column finders and Un- 
derwod tabulator, with exercises. 



Twenty-second Lesson: 

(a) Practice exercises in tabulation, copying and spacing, and rul- 
ing. 

Twenty-third Lesson: 

This lesson may be devoted to a study of the proper method of 
transcribing. (See articles in the Gregg Writer on this sub- 
ject.) 

Follow out exercises in actual transcribing. The first exercises 
may be from shorthand notes vv^ritten by the teacher on the 
board. At first the exercises should be short, then gradually 
lengthened as the student gains skill in reading and typing 
at the same time. 



Twenty-fourth Lesson: 

Continuation of the exercises suggested in the preceding lesson ex- 
cept that the student should be required to transcribe from 
his own notes. 

Exhibits of artistic typewriting may prove an incentive. This 
should not interfere with the work of the regular course. 



Mabel Bastep.bkook, Menasha. 

In planning the work for night classes in typewriting we must 
keep in mind the* conditions under which the work is to be done, 
which vary considerably for those under which the regular day 
classes' work. 

A large proportion of the students who enter the night classes 
have been out of school for some time, and away from the habits of 
study and concentration. The work at which they are employed 
is, for the most part, of a mechanical nature and does not enforce 
the habit of close attention, and they are apt to find the degree of 
concentration required in typewriting more fatiguing than a pupil 



Institute of Teachers 439 

who has been attending school continuously. They come to us 
at the close of a day's work, when they are physically tired, and the 
hours they are with us — from seven to nine — are those which people 
visually give to recreation because bodily energy is then at low ebb. 
For these reasons too long a period of continuous work at the ma- 
chine should be avoided, and care should be taken to vary the work 
as much as possible. The experiments I have been able to make 
seem to show that a half-hour period is long enough for begin- 
ners, as they do much more in two half-hour periods separated by a 
period devoted to other work than they do in a full hour period. If 
they work so long as to become tired their work grows inaccurate 
and tends to discourage them. 

Since their lessons are separated by long periods of time, the va- 
rious lessons must provide for a much larger proportion of review 
work than would be necessary in day classes, meeting as they do 
every twenty-four hours. 



440 Outlines of Lessons 



33. Printing & Advertising. 



GENERAL COURSE. 



MELVILLE E. TRUX. 



Committee. 



Melville E. Trux, Chairman, Milwaukee, 

F. E. Converse, Beloit, 

Burton E. Nelson, Racine. 



Madison, Wisconsin, Sept. 1, 1914. 



Suggested Course in Printing. 
By Ira D, Pilliard, Instructor. 

Employing printers, the country over, are lamenting the rapid 
disappearance of the all-around journeyman printer. In this day 
of large shops and a high degree of specialization, the workman 
who can turn his hand with like facility for two or more classes 
of work is indeed a rara avis. The demand for competent work- 
men is so urgent that progressive employers, everywhere, are turn- 
ing their attention to the problem of securing an adequate supply 
and have perforce turned to the question of educating and training 
the apprentice. The problem is not, by any means, an easy one 
and is far different from the one that master printers of a decade 
or so ago had to solve. 

Modern factory methods give the apprentice little opportunity 
to learn the trade. The workmen are as a rule too busy to help, 
even if they have the inclination, consequently, the boy, picking up 
odds and ends of information here and there, finds himself possessed 
of an incoherent mass of data which merely serves to confuse him. 
In methodical instruction, then, seems to lie the solution of the 
whole problem and this can best be given in the school room and 



Institute of Teachers 441 

school shop where the work can be adapted to the particular needs 
of the boy. 

But few shops employ enough apprentices to justify the expense 
of maintaining a school of their own. In fact, the outlay neces- 
sary to equip such a school and to hire competent instruction would 
make it a piece of unwarranted extravagance on the part of the 
average shop. Upon investigation, the employer will find that this 
^ork can best be accomplished by the already existing schools of 
the state. Most school boards, finding a sufficient demand, will be 
willing to put in the course and with a little co-operation on the 
part of employers the school will soon develop a practical working 
plan. 

This instruction, in order to be the most effective, should con- 
sist of both classroom work and shop work, each closely correlated 
with and supplementing the other. Both are needed to give the 
apprentice a rounded, well-balanced training. The average boy 
who enters the printing office is compelled to do so in order to earn 
a living. He goes there semi-educated because his parents cannot 
afford to educate him further in the public schools. Give him in- 
struction in the use of language from a typographical standpoint — 
instruction which few high schools or even colleges, for that mat- 
ter, give. Teach him to set a job properly punctuated, properly 
capitalized, the words properly divided, the abbreviation correctly 
done, teach him the principles underlying good book and job com- 
position, teach him shape, tone, and color harmony, and you will 
be giving him something which four years of apprenticeship in the 
shop alone could scarcely hope to give. 

The following outline course of study is given to show the na- 
ture and possible scope of the work for the first year. The instruc- 
tion must necessarily be largely individual and the progress along 
the course by any one apprentice will depend, in the main, upon his 
previous experience, his ability, and the time he can devote to the 
work. Insist upon thoroughness, next, that the Job be done in a 
workman-like manner in a reasonable amount of time and the boy 
will soon be fairly on his way to successful, efficient craftsmanship. 

Course of Instruction in Printing. 

Twenty-four Suggested Lessons. 
First Year. 



Shop 



1. The beginner. 

2. Spacing. 

3. Point system. 

4. Indention. 

5. Heads. 

6. Initials. 



442 Outlines of Lessons 

7. Tabular work. ; 

8. Making of a book. 

9. Imposition of page forms. 

Platen Press 

10. Principles of construction. 

11. Make ready — embossing, etc. 

12. Papers and inks. 

13. Press room wrinkles. 

Academic 

14. Proof reading. 

15. Marks used in printing. 

16. Technical terms of the craft. 

17. Type, leads, slugs, rule. 

18. English. 

19. Mathematics concerning type, paper. 

Art 

2 0. Preliminary sketches. 

21. Lettering — Single line gothic, Roman uppercase, lower 

case texts, initials, advertisements. 

22. Balance and proportion. 

23. Color — analysis, harmony, contrast, etc. 

24. Hand lettered cover pages, etc. 

Shop. 

A. Composition. 

1. The beginner. 

The layout of the news and of the California job 
cases — how to set the stick and to pick up the type 
from the case. Reading and justifying the line 
in the stick. How to dump the stick upon the 
galley and to properly tie up a job. 

2. Pulling the proof. 

To take a proof with the planer. 

To obtain correct register on the proof press. 

To clean the type properly after taking a proof. 

3. Correcting. 

How to correct lines in the galley. 

4. Lockup. 

How to lockup forms for the platen press. 
Sizes of furniture. 

Position of furniture and quoins in the chase. 
Care in planing down and in locking up. 

5. Distribution. 

Distributing wet — dry. 
How to hold the type. 



Institute of Teachers 443 

6. Spacing. 

The names of the various spaces and how they are 
used — point equivalents of the various spaces. 

Spacing in narrow measure — solid and leaded. 

Spacing in wide measure — solid and leaded. 

Spacing for capitals, small-capitals, and extended 
type. 

Spacing for italics. 

7. Styles and sizes of type. 

The point system. 

Type faces — general classifications — variations of the 
general classification. 

8. Indention. 

The common indentions for prose in different meas- 
ures. • 
Centering and indenting poetry. 

9. Heads. 

Center head, side head, hanging indention, diagonal 
indention, inverted pyramid, cut-in head, box- 
head, running head. 

10. Setting initial letters. 

Tone harmony, shape harmony. 
Styles. 

11. Tabular work. 

Open tables. 

Doubled-up. 

Boxhead. 

The typotabular system. 

12. Making of a book. 

Half-title backed by imprint. 

Title — backed by copyright. 

Preface or Introduction. 

Contents.- — followed by a blank page. 

Beginning of Chapter headings on a recto page. 

Index on recto page. 

13. Imposition of page forms. 

Platen press work. 

1. The press. 

Main principles of construction of the different types 
of platen presses mostly in use. 

2. Make-ready. 

Amount of packing — danger in changing impression 
screws — merit of hard tympan — the grippers, over- 
lays, hand cut and mechanical — underlays — inter- 
lays. 

Vignette half tone make-ready — importance of Tight 
roller contact — ^cutting out the high-lights — use of 
soft Ink without driers. 



444 Outlines of Lessons 

Embossing — inexpensive embossing equipment — ^^em- 
bossing purely typograpliical form — the proper 
stock — making tlie female die — cutting away — 
some home made devices — zinc dies. 

3. Papers and inks. 

Kinds and grades of paper. Vid. Academic vv'ork 
"Paper". Composition of inks — origin and nature 
of pigments and varnishes — different grades of 
inks and paper and their suitability to each other: 
black inks, the effect of paper on colored inks, col- 
ored inks on colored paper — use of reducing com- 
pounds — dryers, color mixing — good color combi- 
nations (Vid. Art work "Color Harmony") 

4. Printers' rollers. 

Principal ingredients — cleaning rollers — effect of at- 
mosphere on rollers — seasoning rollers — winter 
rollers — summer rollers — preserving the suction. 

5. Feeding the press. 

Obtaining guide register — setting counter — necessity 
of vigilance during run — danger of offsetting — sav- 
ing jogging time — prevention of static electricity. 

6. Some press room wrinkles. 

Oiling up — quick clean-up for rollers, fountain, etc., 
— washing up for light colors — inking the press 
with a knife — how to take ink out of a can- 
bronzing — sandpaper and glycerine as a help in 
feeding the press — perfect register on platen press 
— easy way of proofing in two colors or more — to 
prevent rollers from cutting — home made tint 
block — getting a glossy print — colors from a half 
tone^ — registering deckle edge stock — scoring and 
creasing novelty designs. 

Academic. 

A. Technical. 

1. Proof-reading. 

Marks used in correcting proof — their significance — 
proof reading in vernacular — correcting foul 
proofs, in galley, by copy. 

2. Marks used in printing. 

Reference marks — commercial — mathematical, etc. 

3. Technical terms of the craft. 

Terms used in the composing room — in the press 
room, etc. 

4. Type. 

Composition — how made — the parts; shoulder, face, 
etc.,^ — the point system — faces— condensed (lf>an) 
and expanded (fat) type. 



Institute of Teachees 445 

5. Leads, slugs, rule. 

Composition — sizes — rule faces. 

6. Paper. 

History of paper making — kinds; writing, book, print, 
hand made, and cover — sizes and weights. 

B. Englig.h. 

English grammar reviewed — capitalization — italicizing— 
punctuation — quote marks — spelling, when to spell out 
and when to abbreviate — division of words — preparation 
of manuscript. 



C. Mathematics. 



Type. 



1. To measure composed type. 

2. To charge for composition. 

3. To estimate the amount of type for a page. 

4. To cast off copy — approximate number of words in a 

square inch. 

5. To determine the number of leads required for a page. 

6. To determine a well proportioned page. 

Paper. 

1. To find the equivalent weight of paper in another size„ 

2. Trade customs: basis weight of paper, special sizes and 

colors. 

3. Estimating the amount of stock necessary for a job. 

Art. 

A. Lettering. 

1. Freehand: Practice in the use of the pencil and brush 

— preliminary sketches or arrangements of lines and 
masses. 

2. Mechanical: Use of "T" square, triangles and drawing 

set. 

3. Single line Gothic alphabet — freehand or mechanical. 

4. Roman capitals — penciled and inked in. 

5. Roman lowercase — penciled and inked in. 

6. Gothic alphabets — penciled and inked in, 

7. Initial letters. 

B. Design. 

8. Further study in balance and proportion. 

9. Shape harmony. 

10. Tone harmony. 

11. Color — physical analysis: the spectrum, chemistry of 

color, mixing of colors — artistic analysis: hue, value, 
chroma, harmony, contrast — good color combinations. 

12. Hand-lettered cover pages, advertisements, etc. 



446 Outlines of Lessons 

ADVERTISING. 
By Melville E. Trux. 

In every large city there are thousands of men — young and mid- 
dle-aged — who are serving in various capacities, whose knowledge 
and whose vocabularies are limited, who have little imagination, no 
definite ideals, no settled places in business or in the world of af- 
fairs, but who are indefinitely ambitious for gain. 

In the minds of this over-large class of men there seems to be a 
constant groping for easy roads to sudden wealth. Such minds do 
not attempt to penetrate life's jungles by constant effort, with a 
view to building steadily, mile by mile, practical roads to success. 

Advertising seems to appeal to this class as containing some- 
thing Qf easily-learned Magic, which, once acquired, will speedily 
dissipate all obstacles between them and the gold at the end of 
the rainbow. Nor are these men the only ones who misunderstand 
modern advertising. Too many otherwise well-informed people 
have acquired wrong ideas about it. 

Instead of being a short, easy road to large incomes, advertising 
today means the systematic application of common sense and earn- 
est study to a solution of the problems of distribution and sale 
of commodities and services of all kinds. The fundamentals un- 
derlying present-day advertising include at least three searching 
and carefully prepared analyses: 

(1) An analysis of the product or service to be offered for sale. 
In the case of a commodity the analysis must include all the essen- 
tial facts, from the raw materials of which it is made to the fin- 
ished product and its final application to the use and benefit of 
the buyer. In the case of services offered for hire, the scheduled 
analysis should include every qualification possessed by the person, 
firm, corporation, or association offering such service. 

(2) An analysis of the possible field of demand and general mar- 
ket conditions. Here the advertising man seeks to determine the 
class or classes of people who are likely to be, or who may be in- 
duced to become, interested in whatever he is about to offer for 
sale. He must classify these prospects by countries, divisions, 
communities, environments, languages, wealth, customs, ability to 
buy and tendency to do so. He must analyze the market and what- 
ever competition there may be, schedule the market conditions and 
competitive qualities and prices. 

(3) An analysis of the field of distribution. This requires a 
thorough study of all possible mediums through which publicity 
may be given concerning the facts — the selling points — as a means 
of creating or increasing demand for the commodity or service. 



Institute of Teachers 447 

The advertising man should also have a fairly clear understand- 
ing of the printing business, of types and their uses and limitations, 
of lithography, of the different engraving processes and of how copy 
is prepared for the engraver, for each kind of engraving. He 
should develop a measure of skill in free-hand drawing, or sketch- 
ing, to enable him to prepare "layouts" for the printer and in 
some cases for the engraver. An understanding of the many varie- 
ties of printing paper is essential, also. There are many sizes, 
colors, thicknesses, weights, surface finishes, qualities and prices 
to be considered, and a knowledge of all of these, as they make for 
properly executed work and economy, is important. 

The preparation of "Copy" for the numerous kinds of advertise- 
rp.ents is the vital spark, so to speak, in this branch of the selling 
force. Writing and directing the suitable illustration of effective 
advertising copy is an art that comparatively few seem capable of 
acquiring. There are today numerous specialists in copy-writing, 
however, and the many who are capable only of handling the other 
important features of advertising often employ these Writers to 
prepare their copy. 

In the day of small businesses it was customary for the proprie- 
tor to do all of this work himself, with the assistance of his clerks, 
foreman and others in his employ. In the beginning the work was 
done in a more or less haphazard way. In this day of "efficiency 
experts" and specialization, resulting from the tendency towards 
combinations of business enterprises, it has been found necessary 
to develop skilled specialists to analyze commodities and services 
and formulate systematic sales plans. 

The work of the modern advertising man, then, consists of thor- 
ough study and painstaking analysis of whatever is to be offered 
for sale, of the possible market and its conditions and of all possi- 
ble channels through which publicity may be spread abroad. In 
addition, he should have at least a good working knowledge of the 
details of manufacture, costs of production, overhead expenses, cost 
to sell, amount of capital that can and should be applied to public- 
ity an?d general selling expense. 



Extract from the Address of Melville E. Trux before the Section on 
Printing and Advertising. 

The printing trade is one of the principal activities in the Milwaukee 
Continuation Schools, and it is employed, I understand, in at least two 
other cities in connection with the Continuation Schools — Racine and 
Beloit. 

Our instructor, Mr. Pilliard, is more competent than I am to speak 
to you concerning the course suggested on page 330 and following pages 
in Bulletin No. 10, and he will discuss the subject here for your benefit. 



448 ' Outlines of Lessons 

Advertising, which is made a part of the title of subject 33 in the 
bulletin, is still in the experimental stage with us. Our aim has been 
to introduce some of the fundamental principles of this rapidly develop- 
ing and important subject, with view to helping the business men and 
ftheiT clerks and salesmen to a better understanding of the ways and 
wieans for announcing their commodities to the general public, or to 
Such people among the citizens as might be specially interested in them. 

As you doubtless understand, advertising is a branch of salesmanship, 
but as it is practiced today, the expert advertising man is expected to 
go farther into the details of a business than the average salesman or 
businessman is accustomed to doing. The advertising man is expected 
to schedule complete analysis of everything that enters into the manu- 
facture of a commodity, from the raw materials to the finished product, 
keeping in mind always the fact that the data he accumulates is to be 
used in forming sales arguments. Really, advertising, like modern 
salesmanship, in an educational process, so devised as to attract atten- 
tion, arouse interest and create desire in the minds of prospective cus- 
tomers concerning whatever commodity or service may be offered for 
sale. 

The subject of advertising as a xchole is too complicated to be under- 
taken in the Continuation School. A few of the more important uni- 
versities of the country have begun experimenting with courses. The 
Associated Advertising Clubs of the World at their last convention in 
Toronto, in June of this year, appointed a new committee, much larger 
than that of last year, who were^ charged with the work of investigating 
all the courses now offered and from these to endeavor to prepare a 
number of courses, from the elementary work up to the higher reaches, 
for presentation at the next annual convention in Chicago, in 1915. 

Our work last year was largely experimental. We sought to find out 
first what class of people we could depend upon as students in this 
branch of the work and at the same time to select such of the funda- 
mentals as would apply to the local situation and to frame up a course 
for the future. This will require more time than we have yet had to de- 
vote to this work, and we are still investigating and experimenting in 
the hope that we may find a way, through the teaching of this subject, 
to render a real service to the mercantile, commercial and manufac- 
turing interests of Milwaukee. 

I will now ask Mr. Pilliard to take the floor and to discuss with you 
the subject of printing as it is being taught in the Milwaukee Continua- 
tion School. 

Mr. Pilliard is a practical printer and also a thoroughly experienced 
teacher. He has accomplished excellent results. It was difficult to 
make the employing printers understand where they would gain advan- 
tage in any way in allowing their boys to be absent from work a half a 
day a week, and practically all who were approached objected at the 
outset to indenturing their apprentices. Gradually, however, they have 
been brought to a better understanding of yf'ha.t the apprenticeship law 



Institute of Teachers 449 

and the Continuation School means to them, until we have now some 17 
indentured apprentices who are taking the course in printing. 

On visiting the employing printers in this city whose apprentices 
have been indentured and are now attending our school, which I did 
just before the end of last year's work, T found that, without a single 
exception, the employers were highly pleased and in some cases were 
really enthusiastic over what had been done by Mr. Pilliard for their 
boys in the school. They found that they were being taught things 
which they w^ould not be likely to learn at all in the shop, particularly 
in the matter of spelling, punctuation, indention, proof-reading, the 
spacing of type and the spacing between the words in a line, composi- 
tion of poetry in correct form, speed in composition, and some of the 
details of press work (which in these days is a separate trade from that 
cf composition), and in many other ways the boys were being improved 
to a very noticeable extent. 

It looks to us now, therefore, as if from this time forward we would 
have much less trouble in inducing the remainder of the employing 
printers to have the boys at work for them indentured undef the Wis- 
consin Apprenticeship Law. 

Mb. Fillla-kd. 

.29— B. I. E. 



450 Outlines of Lessons 



34. Retail Selling. 



GENERAL COURSE. 



ANNA B. ENGLERT. 



Committee. 



Anna Englert, Chairman, Milwaukee, 

E. 31. Beeman, Neenah, 

M. N. 31clver, Oshkosh. 



Madison, Wisconsin, Sept, %, 1914. 



RETAIL SELLING. 

Anna E. Englert. 

In preparing an outline for a course in Retail Selling it is im- 
portant to keep the following things in mind: 

To make the course so practical that the einployer will immedi- 
ately recognize its value, when applied to his own store problems. 

To make the course as profitable and interesting as possible to 
the sales people by tying up each subject so closely with the store 
problems that they will feel the beneficial effects in their work. 



A large majority of the salespeople engaged in retail selling en- 
ter this line of work because they are not equipped for any par- 
ticular vocation. Retail, selling offers the opportunity of a fair 
salary without experience or training, and includes attractive sur- 
roundings, discount on purchases, and permanent position. 

Anyone familiar with retail selling is aware of the fact that both 
those employing salespeople and the salespeople themselves, have 
in the past conceived of a saleswoman as a "waitress" by whom 



Institute of Teachers 451 

the purchaser is to be "served" on the old "Let the purchaser be- 
ware" principle. It is now recognized by the most progressive 
store managers that selling is an art involving a knowledge of 
stock to be handled, a knowledge of people to be served and a tact 
and sympathy with them and their needs which comes in rare in- 
stances only after long and from the standpoint of salary and 
service to the store — unprofitable experience. Careful study of 
the requirements, however, shows us that retail selling is not so 
different from other arts, that it can be analyzed and presented by 
those who have the experience and ability. Fortunately at this 
stage, the fact has been demonstrated that salespeople can in large 
numbers be developed above mediocrity and demands for courses 
in salesmanship come from all parts of the country. In Milwau- 
kee we are presenting the work in brief three months courses to 
saleswomen coming half time, under the following heads: 

Knowledge of Stock. 

While we have with our present class confined the work largely 
to textiles, it is our intention to extend this work to other kinds 
of stock. 

Salesmanship. 

In the Demonstration Sales, practically every selling problem is 
brought out and it is necessary that these discussions be handled 
with exceeding tact, in order that criticism of the sales person may 
not result in discouragement and lack of confidence upon the part 
of the members of the class. 



Color and Design. 

These lessons must necessarily be very practical and should from 
the first be taught by using merchandise from the various stores. 
Emphasis is placed on the suitability of the color or design to the 
purpose for which it is intended. If this point is carried, we feel 
that much will have been accomplished. 



OutUne for Course in Retail Selling. 

Monday, April 6th, to Friday, June 2 6th. 

12 weeks — -60 school days. 

3% hr. periods — 210 hrs. 

Salesmanship — 48 lessons, 6 min. each 48 hours. 

Textiles — 48 lessons, 60 min. each : 48 hours. 

Arithmetic — 30 lessons, 3 min. each 15 hours. 

Color and Design — Ifi lessons, 45 min. each 12 hours. 

Hygiene — 16 lossons 45 min. each 12 hours. 



452 Outlines op Lessons 

Lectures — 12, 45 min. each 9 hours. 

Spelling — 20 lessons, 30 min. each 10 hours. 

English — 2 lessons, 3 min. each 10 hours. 

Visit to Factories, Art Museum, etc., — 6 visits, 2V2hr. pe- 
riods 15 hours. 

Notebooks — 45 periods, 3 min. each 22i/^ hours. 

Recreation — 5 periods., 10 min. each. 8rs. 20 min. 

Total . '. 209 hrs. 50 min. 

The same pupils to come 3^/2 hrs. per day — five days per week 
for three months. 

. ' Alternative. 

]:'.'■ 24 lessons- — 3 hr. periods. ~ 

1 day per week — 7 2 hrs., covering 24 weeks. 

Different pupils each day in the week- — 5 separate classes per week. 

Salesmanship — 24 lessons, 60 min. each. 24 hours. 

Textiles — 16 lessons, 3 min. eacli. 20 hours 

Arithmetic — 16 lessons, 3 min. each , 8 hours. 

Color and Design^ — 8 lessons, 45 min. each 6 hours. 

Hygiene— 12 lessons, 45 min. each. , 5 hours. 



-From the Raw to the Finished Product. 



Total 5 hours. 

I. Textiles. 

(a) Cotton 
Linen 
Silk 
Wool 
Hemp — Jute — Ramie — Metals. 

1. Millinery. 

2. Hosiery. 

3. Laces — Hand and Machine-made. 

4. Corsets. 

5. Laudering of Various Frills and Fabrics. 

(Commercial Geography emphasized in each 
lesson.) 

II. Salesmanship. 

(a) Demonstration Sales. 

1. Analysis, of the Sale. 

2. Personal Appearance as a Business Asset. 

3. Courtesy in Selling. 

4. Knowledge of Merchandise. 

5. Proper Care of Merchandise. 

6. Wastes in Business. : ' 



Institute of Teachers 45S 

?. Advertising. 

8. Store Directory. 

9. Store System. 

10. How to Develop and Keep a Personal Following. 
(Engli&h and Spelling emphasized in these les- 
sons.) 

III. Store Arithmetic. 

This course is made up largely of problems brought in by 
the students. In each case the simplest method is 
taught — the object being to dispel the fear of the sub- 
ject that so many saleswomen possess. 

IV. Color and Design. 

(a) Color. 

1. Families of Color. 

2. Tone, Tint and Shade. 

3. Color Harmonies. 

(b) Design. 

1. Rhythm, Balance, Unity. 

2. Color and Design in House Furnishing and Cos- 

tume. 

3. Suitability and Use. 

V. Hygiene. 

(a) Personal Appearance: 

The proper dress for business women. 

Perspiration. 

Bathing — 

Care of the Hands. 

Care of the Hair. 

(b) Care of the Feet and Footwear. 

(c) Diet and Digestion: 

Care of the Teeth. 

Constipation, its causes and attendant evils. 

VI. Civics. 

(a) Lectures on stock and store problems by experts. 

(b) Study of the department store, showing benefits of sys- 

tem and organization. 

(c) Study of analogy between corporations and municipal 

organizations. 

(d) Lectures by people informed on municipal affairs. 



454 Outlines of Lessons 

retail selling 

Anna E. Englert, Milwaukee 

In order to give those attending tlie Institute a clearer notion of the 
work in Salesmanship and to impress them with the value of this work, 
it seemed best to conduct a class in Retail Selling just as it is done 
in the class-room. After the banquet on Friday night, S2pt. 4, 1914, 
one end of the banquet room was cleared and a temporary counter ar- 
ranged for the display of merchandise. Two sales were given — the 
first one illustrating the indifferent attention which is received from 
the average untrained salesperson and the second one illustrating the 
excellent work of the girl trained for her job. It seemed best for me 
to take the part of the salesperson in the first sale so that the part 
might not be overdrawn and a caricature made of it, thus detracting 
from the dignity and importance of the work. 

The First Sale. 

That we might emphasize the work we do in personal appearance 
in teaching Salesmanship I depicted the type of over-dressed sales- 
person which we so often meet. Sitting behind the counter, manicur- 
ing my nails and chewing gum, I entirely overlooked the apparently 
middle-aged customer who approached the counter. The customer was 
allowed to practically wait upon herself and eventually took some- 
thing which she really did not want. Instead of this, I might have 
sold her a large bill of goods had I shown- the proper interest in her 
and in my work. 

Second Sale. 

The salesperson in this sale was a graduate of our three months' 
course in RETAIL SELLING, which ended June .26, 1914. She was a 
thoughtful type of salesperson, interested in her customer and in her 
work, and she showed at once the value of training along this line. 
The sale was made very difficult as both my assistant and myself took 
the part of customers and it required all the salesgirl's tact and in- 
genuity to bring the sale to a successful clos^. 

These sales would be of no value unless followed by a discussion 
and criticisms. For this purpose the entire class which graduated in 
June was present and an interesting discussion in which the good and 
bad points were brought out followed the demonstration. The ques- 
tions asked by the audience were answered by the members of the 
class. 

The necessity for the teaching of Salesmanship arises from the fact 
that it has been commonly thought that anyone could sell goods from 
behind the counter. The conception of the salesgirl as a mere waiter 
whose duty it is to see that nothing is stolen and that the goods called 



Institute op TeacserS 455 

t'or by the customer be supplied if it happens to be in stock has led to 
the acceptance of all grades of mediocrity into the sales force of many 
of our stores. 

We believe that our school has demonstrated that selling is an art, 
which can be learned as other arts are learned, that people can be 
made efficient in this art in the manner they are made efficient in 
other arts. The large employers of sales people must recognize, and 
in many cases are recognizing, that with them it is a necessity as well 
as a duty to specifically foster the idea of preparing for the particular 
career of Salesrhanship with the same care and thoroughness that 
people prepare for any other occupation. In view of the great num- 
ber of people who make their living selling goods over the counter, it 
is to be hoped that the movement for the better preparation for this 
service will have rapid growth. 



456 Outlines op Lesson's 



35. All-day. 



COMMERCIAL ACTIVITIES FOR ALL-DAY PUPILS. 



C. W. FERGUSON. 



Committee. 



C. W. Ferguson, Chairnian, Milwaukee, 

Katherine Gallagher, Fond du Lac, 

C J. BreAver, Chippewa Falls. 



Madison, Wisconsin, Sept. 1, 1914. 



COMMERCIAL SCHOOL. 
Prepared by E. L. Hayward, Grand Rapids, "Wisconsin. 

The Tilings it Pays to Know. 

In the first place, teach shorthand and typewriting. These 
are known as the profitable subjects — the subjects which 
double your earning capacity from the first day you go to 
work. 

In the second place, teach these subjects thoroughly. Short- 
hand and typewriting are not to be taught by half meas- 
ures and the school should not be one of half methods. 
Thoroughness should be the maxim and the reward should 
be the success of those who complete the course. 

Courses of Study. 

Prepar:itory Course. 

Reading, Arithmetic, Rapid Calculation, Penmanship, Spelling 
and English. 



Institute of Teachers 457 

Commercial or Business Course. 

Bookkeeping, Commercial Law, Business Arithmetic, Penman- 
ship, Spelling, Business English, Rapid Calculation, Office 
Practice and Correspondence. 

Shorthand or Stenographic Course. 

Shorthand, Typewriting, Penmanship, Spelling, Business Eng- 
lish, Office Practice and Correspondence. 

Civil Service Courses. 

Subjects vary according to the position applicant desires to 
prepare for, including Rural Carrier, Clerk Carrier, De- 
partmental Clerk, Custom House Service, Internal Rev- 
enue Service, etc. 



E. L. Hayward, Grand Rapids. 

On page 361 of our outline we read, "The Commercial School is 
a day school that trains for wage earning. It trains for efficiency 
in commercial employment. " That, Ladies and Gentlemen, will be 
the burden of my talk this afternoon, — training for efficiency in 
commercial employment. 

We have all heard it said, many times, "We are living in a busi- 
ness age", and I think no one doubts the truth of that statement. 
V/e see evidences of it on every hand. Today, the paranlount in- 
terest is business. The enormous aggregations of capital engaged 
in trade and commerce, in manufacturing and transportation, have 
given a new meaning to the word, a new attractiveness to its in- 
spirations. The business men of the day are the rulers of the world. 

Of course, it is not for us to determine just what profession or 
occupation a young person shall choose or what trade he shall fol- 
low, or Into -what particular business he shall go, but there is hardly 
a sphere of activity that offers so many opportunities, so many 
chances for advancement, so many extensive fields of labor, as does 
the business world. All the way up the line from the single pro- 
prietor of a small business to the gigantic corporations with mil- 
lions of capital and thousands of employees, competent helpers are 
in great demand at salaries ranging from a few hundred to several 
Thousand dollars a year. Business firms, large and small, all over 
the country are seeking efficient managers, private secretaries, sales- 
m.en, correspondents, credit men, accountants, auditors, bookkeep- 
ers, clerks, stenographers, cashiers, and various other oflice assist- 
ants to fill responsible positions. 

More and more attention is being given to the subject of coni- 
■mercial education by the educators all over the countrj^ Universi- 
ties are establishing Schools of Commerce, and colleges and Nor- 



458 Outlines of Lessons 

mal schools are offering courses of training for teaching the com- 
mercial subjects. 

For many years the private business colleges offered the only 
means whereby a young person might fit himself, more or less com- 
pletely for entering business life. About twenty years ago, com- 
mercial departments were first established in some of the High 
Schools, and are now found in a large per cent of the High schools 
throughout the country. In the larger cities, there are more stu- 
dents studying commercial subjects in the high schools than in the 
business colleges. And now, the Continuation Schools are begin- 
ning to enter this field, and our success or failure will be deter- 
mined largely by the way we meet the opportunity. How are we 
going to meet it? What shall we do, and how shall we do- it? In 
answer to the first, briefly, we should give a good, thorough, prad- 
tical training in those subjects that are required by those who em- 
ploy those we train. In other words, we must fit them to fill ac- 
ceptably the positions they seek. Answering the second, we must 
give this training in such a way as to reach the individual student 
— so that he gets it, — no chance or guesswork about it. 

As to the specific subjects which should be included in our C6'm- 
mercial Course, I think we shall all agree in regard to the most of 
them. No one, I think, would advise excluding any one of the 
subjects suggested in our program. A few additional ones might 
be added with profit, and some business men, as well as school men 
are insisting that salesmanship, advertising, and political economy 
be included in the course of study for commercial schools. 

Let us consider for a few moments' the viewpoint of the employer; 
V hat does he expect of our product? Let us interview, if you 
please, some of the largest employers of office help in the country. 

Mr. J. C. Walker, of the Burroughs Adding Machine Co., says: 
"The demand is for the young man or woman who, first of all, has 
good common sense and, in addition, can write a neat business hand, 
spell and punctuate properly, who is quick, accurate at figures and 
knows the difference between a filing cabinet and the waste basket. 
Any business house employing help will find a place for a young 
man or woman with these qualifications, and because of these quali- 
fications, they will be advanced rapidly to more and more important 
v/ork, but the same business house would have no place for the 
graduate who wrote a poor hand, made illegible figures and fre- 
quently made mistakes in his calculations, even though he knew 
all of the rules there were to learn about accounting. I do not 
underestimate the value of a thorough training in bookkeeping an('\' 
f;ccounting, but I do believe that commercial schools are nearly all 
devoting more time to this subject, to the neglect of other im- 
portant things', than the subject justifies. The majority of schools 
are poorly equipped with office appliances that will enable them to 
train their stu.dents in a familiarity with the operation and applica^ 
tion of those most commonly found in business houses. I believe. 



Institute of Teachers 459 

too, that the time is opportune for introducing courses in advertising 
and selling. These two subjects are closely related and they should 
not be separated. This is certainly needed and it is purely business 
trarjiing. Advertising is selling goods through the written or 
printed message instead of by word of mouth, and the two subjects 
should be handled together. A part of the training in correspond- 
ence should be writing letters that will sell goods. This is adver- 
tising, and not the easiest phase of it either." 

A representative of the Simmons' Hardware Co. says: "We have 
graduates of business colleges apply to us who cannot add a column 
oi" fifteen figures and be sure the result is right. Upon first enter- 
ing business life, we do not expect young men or women to know 
all about our business, because we realize this would be impossible. 
What we do require is a grounding in the ordinary common school 
education. It is an object of wonderment as to the lack of knowl- 
edge in spelling. We do not mean hard or scientific names, but 
just ordinary words used in ordinary correspondence every day. 
One requirement we insist upon, for any position, is adaptability. 
We are perfectly willing to instruct all new employees in regard to 
details and just how we want work done. However, the stenog- 
rapher must have acquired the ability to take down shorthand notes 
and to be able to transcribe them afterwards'. Many take notes 
with apparent rapidity, but when it comes to reading them fbey get 
badly "stumped" and some of the guesswork employed in trani:.la,t- 
ing these notes is extremely ludicrous, but does not help at all in a 
business way. All over the land, a stream of applicants i« con- 
stantly passing through the various large establishments seeking 
work. These appliccrts are judged by their personal appearance, 
recommendations as to character, habits, and the degree of pre- 
paredness they present. They are judged and sifted out. and so on 
c!own the line until the various degrees of manual labor are 
leached." 

The Director of Correspondence for Sears, Roebuck & Co., and 
the Office Superintendent of Montgomery Ward & Co., make similar 
statements, and one of them adds': "One thing that should be very 
strongly impressed on all students is the evil of Carelessness." 

The employment manager of one of the largest typewriter com- 
panies' says the qualities most desired in office assistants are: 

"1 — Neatness: In their typewriting work, in their general work- 
ing methods, and in their personal appearance. 

"2 — Accuracy: In stenographic work or verbal reports. 

"3 — Juclgment : The exercising of common sense in all matters. 

"4 — Adaptability: To office routine." 

He also goes' on to say that the majority of business college gradu- 
ates who apply to his agency for employment have not enough 
foundation in English or the common branches to work intelligently. 
Comparatively few can spell accurately, and still fewer know any- 
thing about ptinctuation or the proper construction of a letter. 



460 Outlines of Lessons 

The National Cash Register Co. employs several thousand young 
people in their offices', and grades each one of their employees on the 
scale of 100 per cent on the following points: 

"1 — Health. 

"2 — Knowledge of the Work. 

"3 — Industry. 

"4 — Force. 

"5 — Suggestion. 

"6 — Accuracy. 

"7 — Team Play. 

"8 — Habits. 

"9 — Results. 
A sales manager for a large concern, in charge of several thous- 
and men, has kept track of their successes and failures, and points 
out ten essentials of business success; ten qualities which he says an 
individual must develop in order to make a success in any calling. 
They are: Health, Honesty, Knowledge of the Business, Open- 
Mindedness, Tact, Courage, Initiative, Enthusiasm, Industry, Pur- 
pose. 

There is a big program, Ladies' and Gentlemen, and we shall be 
doing something if we "get away with it" in addition to the sub- 
jects mentioned in our rrogram. Health, — here is our Hygiene and 
Safety; Honesty, — our Citizenship; Knowledge of the Business, — • 
here is our Business Training; Open-mindedness, Tact, Courage, Ini- 
tiative, Enthusiasm, Industry and Purpose, — these must be imparted, 
if at all, by personal contact between teacher and pupil. 

Mr. W. A. Hawkins, Supt. Jordan-Marsh Co., in an address' before 
the N. E. A. at Boston, said: "The child's prayer to the teacher 
shou!d be. Give us that which will help us to earn our daily bread 
This is the answer to that prayer: Teach the boy to write a good, 
plain hand, and to express himself in the English language witJi 
precision and brevity. Teach him to spell correctly; to do accur- 
ately problems in common arithmetic such as addition, subtraction, 
extension, discount, and percentage. Inculcate honesty, truthful- 
ness, courtesy, initiative, persistency, and a love of hard work into 
tliat boy, and you have answered his prayer. Teach him these 
things by all means, if it takes every month of every year of his 
school life to do it, and causes the neglect of everything else. Neg- 
lect the other things if necessary, because a boy or girl who enters 
a business house with th;'s equipment plus average ability will suc- 
ceed." 

These statements are self-explanatory, and indicate quite clearly 
what employers want and expect of our students. It is up to us to 
meet the need. 

Some one has said: "The call of the world is for hearts beating 
in sympathy with suffering and need, for brains educated in the 
principles and practices of business and efficiency, for hands trained 
to skill in performing. The principles of good business should be 



Institute of Teachers 461 

made an essential part of the education of all the people. We shall 
still have the classical, scientific, Industrial, and artistic education, 
but the education which we must have in order to be able to partici- 
pate properly in government and society conducted on a basis of 
business and efficiency is' a business education. We must use busi- 
ness methods; we must be efficient. 



COMMERCIAL WORK IN CONTINUATION SCHOOLS. 
C. J. Brewer, Chippewa Palls. 

In every city there are many young people fourteen years old or 
older, some of them eighth grade graduates and some not, who cannot 
be induced to take a regular four-year high school course of study. 
Many of these people, however, desire a short, practical business course, 
ranging in time from a few months to two years, either for the purpose 
of fitting themselves for stenography or other office work or for the pur- 
pose of acquiring a general knowledge of practical affairs. 

The last legislature passed an act, granting state aid to any high 
school which will maintain an approved course in bookkeeping, steno- 
graphy and typewriting. The act specifically provides that, "The Board 
of Education of any such high school may restrict said course in steno- 
graphy and bookkeeping to high school students and may withhold 
graduation or certification of students from such course until such stu- 
dents have completed their regular high school course." 

Many high schools of the state have good four-year commercial courses 
and the legislative act noted above will result in the establishment of 
more of them. Some high schools also have two-year courses. None of 
these courses, however, meet the demands of the class of young people 
above referred to. Some of them, as stated, will want a few months of 
instruction only, some of them will take a year, while possibly some will 
take two years. They cannot be all fitted in to any regular course of 
study owing to their varying capacities and to the varying lengths of 
time that they will remain in school. These poeple clearly fall within 
the class of Continuation pupils and their needs should be taken care of 
by the local Boards of Industrial Education. I believe that all the com- 
mercial work offered, except to regular high school students who are to 
take the regular four-year course, should be taken care of by these 
Boards. Such a policy would mean the elimination of two-year com- 
mercial courses in cities having activities under the direction of local 
Boards of Industrial Education. 

Any regular course of study prescribed for these people and held too 
rigidly will defeat the very purpose of these schools. These people 
have individual capacities and must be dealt very largely in an Individ- 



462 Outlines of Lesson^ 

ual way. Sometimes they will be capable of entering the first year' 
classes in some of the regular commercial subjects in the high school. 
In these cases they should certainly be allowed to do so. In other 
cases classes may be formed or the work may be done individually. 
Great elasticity is absolutely necessary. 

In a general way it may be said that these people will require written 
English, including practical composition work, letter writing, spelling 
and reading; arithmetic; penmanship. They may be allowed to take 
other subjects if they are qualified. Some will want stenography, type- 
writing and elementary bookkeeping. Some of the more mature ones 
will want, and can take with profit, bookkeeping with the regular book- 
keeping classes in the high school. The purpose, as hereinbefore indi- 
cated will be to fit the studies to the desires and capacities of the stu- 
dents. 

The high school in any community should serve the greatest possible 
number of people in that community. Any continuation commercial 
student, therefore, should not only be allowed to take any regular work 
offered by the high school for which he is prepared, but he should be 
distinctly encouraged to do so. 



Institute of Teachers 463 



36. Permit. 



SHOP PROJECTS FOR PERMIT PUPILS. 



C. p. HILL. 



Committee. 



C. F, Hill, Chairiiiaii, Janesville, 

George H. Bishop, Milwaukee, 

Thos. G. >Sutherland, La Crosse. 



SHOP PROJECTS FOR PERMIT BOYS. 

There is probably no more important and possibly no more diffi- 
cult or far-reaching problem before the continuation school leaders 
and workers of to-day than the problem of the shop project for 
the permit boy. 

Of these boys that I have met, about one in seven or eight has 
some definite idea of what kind of work he would like to prepare 
himself for. It would seem at first thought that this one boy 
would be easily taken care of, but when a boy tells you that he has 
an ambition to be a steeple jack and wants to prepare himself for 
that work, the definite aim of the boy does not altogether simplify 
the problem; or if the boy has definitely in mind to be a machin- 
ist and our shop is equipped only for wood, there are still compli- 
cations. 

Then again, some of those boys who do not know what they 
want to do often have very definite ideas of what they do not want 
to do and if woodworking is what we have to offer and that hap- 
pens to be just what they do not want, other complications arise. 

Then, not one boy in five has seen men at work at the different 
industries of his city; under these conditions it is scarcely fair to 



464 Outlines of Lessons 

criticise tlie boy for lack of a definite aim. Or suppose tie has seen 
men at work at tlie trades, liave we a riglit to expect Mm to know 
just wliat he wants to do. Might we not as well keep the boy from 
tasting pie until he is between fourteen and sixteen, then set a half 
dozen pies of different kinds before him and have him, without 
tasting, choose the kind of pie he is to eat for the rest of his life. 

So, in a general way, our permit project problem seems to re- 
solve itself into this: To give so far as. possible the boy with the 
definite aim those projects which will help him to carry out his 
ambition. And for the other boys, give them every opportunity 
that we can compass, for them to find themselves. 

A German machinist, who was in the shop the other day, summed 
it up this way: Put into the t.hop everything you can, and give 
the boy, who doesn't know what he wants, a chance at it all. Tell 
him to be patient and be sure you are patient yourself. He may 
flutter quite a while, but he will settle all right if you give him 
time. 

It appears that throughout the state generally, the shops are 
well prepared to take care of the boy who is attracted toward wood. 

The personality of the instructor, as well as local conditions are 
shown by the projects, which are emphasized in different cities. 
The different manner of presenting the same project in different 
shops is also interesting and well worth discussing, but space will 
not allow. 

But, about the boy w^ho does not care for wood — as a rule we 
have very little more floor space available, and even if we had 
more, we can scarcely expect other complete equipment very soon, 
the expen&e is too great. I know many will say that if you cannot 
equip for good work, leave it alone, do not play with it. Right 
here I am reminded of a young man in a neighboring city, who is 
doing good work at engraving. A few years ago, as a boy in 
school, he was deaf, not strong and somewhat deformed; certainly 
not an encouraging outlook. His regular manual equipment was 
supplemented by a $1.25 set of wood carving tools. A few sug- 
gestions, later as to the relation between that work and engraving, 
was all that was needed. Sometimes something which Avill just 
point the way is invaluable. 

A Philadelphia school is giving a course of ten problems in elec- 
tric bell wiring. Now this does not amount to much, neither does 
it teach a great deal, but it does amount to something and teaches 
something, and so why not have the outflt in the shop and when- 
ever a boy. wants to work out those problems, have him, and 
through them some boy or boys may find their work. 

Last spring I had one or two boys clean, repair and test spark 
plugs; this fall I expect to work it out more fully. 

I have tried to find, but have so far been unsuccessful, some 
light machines of a number of parts which the boys might assem- 
ble from blueprints. An ideal outfit would be a num"ber of ma- 
chines ranging from a simple one with a few parts to a somewhat 



Institute of Teachers 465 

complicated one, each of course with its own blueprint. Along that 
line, but quite different, we have in our shop a number of copies 
of a set of twenty blueprint exercises. All of our boys work some 
of them, some work nearly all of them. The entire set was. worked 
out by the carpentry class in our evening school last winter. 

For some time past, a teacher in the public schools has been 
telling me something like this: "Your manual training courses 
and advisers come from the wrong class of people. Why don't, you 
talk with the parents of your pupils, I tell you they don't want a 
chance to spend money but to save money; they don't want plate 
racks, they want taps on their shoes, why not sometimes teach to 
save money and not always to Spend it?" It seemed to me there 
was some sense in what she said, but could never get a Board of 
Education to take it up. But what about it as a project for some 
of our permit boys — why should not at least a part of them learn 
to tap and mend the shoes of the family? The equipment is in- 
expenBive for either the home or the shop, the work is practical and 
the saving to the home would be considerable. I said to a boy: 
"Earl, how would you like to learn to tap shoes?" He said: "Oh, 
I can do it now. I tapped these shoes I have on." "Where did 
you get the taps?" "Cut them out of an old belt that dad brought 
from the shop," was the reply. Earl's handiness and the old belt 
were keeping his feet dry. So long, as we teach Mary to darn 
the stockings, why should we not teach John to tap the shoes? 

There has just been brought out a device with which books may 
be repaired, rebound, or magazines bound. This outfit is also in- 
expensive and the books to work on may be ha^ from either the 
public library, public schools or the school children. The work 
requires neatness, close, accurate work and considerable judgment. 
Not all boys can do it, neither will all care for it, but some will 
be very much interested in it and will be able to do good work. 
The trouble in this work will possibly be found in the commercial 
side of it. A boy v/ho can do good work will find plenty to do at 
fair prices and will want to put all of his shop time at that work. 

I had for a time a foot power engine lathe in a wood working 
manual training shop. From what I saw during that time it 
seems to me it has a place in our permit shop. Have a series of 
practical projects to be made from soft metal for the interested boy 
to work out. One thing is assured, only the boy who is in dead 
earnest will stay by the foot power machine; on the other hand, 
the boy who has grit enough to stay by should have the opportun- 
ity which the machine offers. 

. One of the best lathe men in our city said the other day: "I 
had some shop work, some university work, then three years in a 
machine shop in Racine, then came home, bought me a foot power 
lathe and learned lathe work." 

Finally, if the permit shop is to fulfill its mission, the number 
of its activities should be increased. Of this I am certain, of the 

30— B. I. E. 



466 Outlines op Lessons 

Value of these suggested activities I am not so sure, but believe 
them worth considering. 



SHOP PROJECTS FOR PERMIT BOYS. 
C. P. Hill, Janesville. 

When the topic of Projects for Permit Boys was assigned to this Com- 
mittee last spring, it seemed best that we first find what projects were 
already being used in the permit classes. 

To this end letters of inquiry regarding the matter were sent to the 
different shop instructors and replies were received from a large pro- 
portion of them. The Committee is under many obligations to the in- 
structors for their prompt and full replies, and wish at this time to 
recognize such obligations. 

From these replies it seemed evident, that outside of Milwaukee, 
woodworking is not only the major, but in most cases, the only activity 
of the permit shop. Under these circumstances, it seemed wise to omit 
entirely the discussion of the wood project and discuss the topic in a 
somewhat broader way. 

What I shall have to say will apply particularly to the smaller cities 
which seem to have a problem somewhat different, if not more difficult, 
than the one confronting such cities as Milwaukee. 

Three statements made by Mr. Leisserson, in his instructive and il- 
luminating address, seem to me particularly pat when considering the 
permit boy's project: 

"The cause of unemployment is maladjustment." 

"Education is for adjustment." 

"Find out what a boy is good for." 

Last September, among our permit boys only about one in seven or 
eight had ever seen men working at a majority of the industries of our 
city. Only about the same ratio of boys had any idea what trade they 
would like to learn. It would appear that if these boys are representa- 
tive of the permit boys of the state, that the shop instructor in the per- 
mit school has a responsibility equalled by few of his fellow teachers. 

The apprentice shop as compared with a permit shop seems to me 
something like this: To the apprentice shop are sent human machines, 
which have cost about two thousand dollars each; are each supposed to 
be intended for a certain work and are to be, by the men in charge, 
fitted, finished and adjusted for such work. A skilled man is indeed 
needed but he need be skilled only in this line. 

To the permit shop is also sent a number, and usually a large number, 
of these human machines, costing about the same, but entirely different 
from the other lot in that no one, least of all the one in charge, has any 
knowledge of what work each machine is intended to do. Without 



Institute Of Teachers 467 

doubt the first work of the man to whom these machines are sent, is to 
find out what work each of them can probably best do. 

Considering what this process of discovery and adjustment means, 
any one who agrees that the illustration is fairly analagous, must also 
agree that the man in charge of the permit shop has need not only for 
some shop equipment, but for even more skill, judgment, tact and 
human touch than has the man in the apprentice shop. 

It would seem, broadly speaking, that the first shop projects should 
be those activities which will help the boy, his parents and instructor 
all working together to best determine Avhat shall be the boy's work. 
Before going further, let us have the difference well understood between 
an equipment adequate for teaching a trade and some thing sufficient 
for determining a boy's bent, and possibly giving him a little start along 
that line. 

To illustrate: No one would consider the idea of teaching the ma- 
chinist's trade with only a foot power engine lathe, but on the other 
hand, a boy who has had some instruction on such a lathe and has the 
muscular endurance and strength of purpose to stay by it for some 
time, would attract an employer looking for a beginner or an appren- 
tice in that trade. 

Again, an electrician could not be made with the aid of a few cells, 
electric bells, motors, coils, telegraph instruments, etc., but a boy whose 
interest is with them wherever you might put him and gets out of such 
an equipment all there is in it, would attract an electric company look- 
ing for a boy. 

And so I agree with by German friend, who says:- "Fill your shop 
full of a little of everything, give the boy a chance at it all, then be 
patient and tell him to be patient; he may flutter quite a while, but he 
will settle all right if you give him time." 

So it seems that it is for us, the shop instructors, of the permit boys, 
to study how we may, in some interesting manner, test out the boys 
with regard to the different trades without a great outlay for equip- 
ment. 

By the reading of our topic, I am through, but the question will be 
asked. What next, what does all this amount to, what good comes from 
just finding out what a boy is good for if you stop there? The answer I 
think is this: When the time comes that we really do find out in our 
permit shops what a boy is good for, and the employers can come to our 
shops and not only see us at it, but see the boys demonstrate that they 
are both handy and interested, the day of the apprentice contract will 
not be far away; neither will it be difficult to get money to equip shops 
for all day industrial or evening schools. 



468 Outlines of Lessons 

SHOP PROJECTS. 

By Thos. G. Sutherland, La Crosse. 

It is known that if the students and taxpayers are to be attracted to 
the continuation schools, every opportunity must be taken advantage of 
to make the course of study conform with the trend of the times. In 
estimating the adoption of new projects w.e are apt to give way to the 
lack of instructors and quarters, a matter that commands attention. 
Many attic and basement parts of schools not in use would be excellent 
for projects suited to them and certainly these places in factories are 
not allowed to go unused. That they are not already partitioned and 
otherwise equipped is advantageous for wont the designing and remodel- 
ing that will mean building, wiring, pumbling, etc., practice to the stu- 
dents serve the very purpose of the schools. 

An instructor has no difficulty in finding boys with a working knowl- 
edge of the different trades, so varied is the employment and on these 
he may call for assistance. Indeed some apprentices make excellent 
school room foremen and the experience gained in taking charge of a 
class of boys is a wonderful help to them and an example to be taken 
back to the shops. This tends to put the school on a shop basis with an 
aim to the development of self control, responsibility and commercial 
requirements. 

Project No. 1 — Moulding, etc. 

Here is a project that is highly instructive, interesting, inexpensive 
and adapted to continuation school instruction for day and evening 
school students. The newer work in it is moulding. A certain casting 
is suggested and the student is required to do all of the work to com- 
plete it, in the following order, exactly as in a factory. Drawing, trac- 
ing, blue print, pattern, corebox, core, casting which is fitted and fin- 
ished and finally a panel to mount the whole oa is made. After com- 
pleting the drawing parts the pattern is made and some very intricate 
patterns are made without machinery. In the making of original pat- 
erns of some successful inventions only jack knives were used. There 
are many kinds of simple patterns to choose from and it is well to 
select them with a view to bringing out the different methods of core- 
ing and moulding. Some of the points to be discussed are, standard 
patterns and those used for only a few castings, also the kinds of wood 
to be used in both cases, metal patterns, shrinkage of patterns and 
shrinkage rules, coreprints, coreboxes and cores, fillets, finishing and 
shellacing. Next, the corebox is made and from it the core of a mixture 
of sand and flour, which is then baked in a core oven (constructed of 
metal shingles or other sheet metal) on the stove. A moulding bench 
must now be made in order to mould the pattern and for this purpose 
a packing box may be secured, or better made. This will accommodate 



Institute of Teachers 469 

four boys two on a side. To the center of each end are nailed vertical 
supports for an eight inch shelf that runs the length of the box, is five 
feet above the floor and holds the tools. The ends of the box will sup- 
port a pair of (2 by 4's) on which are to be placed the moulding boards 
and boxes, so that they are suspended above the box and the excess 
sand leveled off of them will fall back into it. On each side of the box 
we have a pair of boys,. a pair of moulding boxes and a pair of 2 x 4's. 
The moulding boxes or flasks are readily made by the students and are 
made up of two and sometimes three frames, called three part flasks 
and so dowelled that they may always be set together in the exact posi- 
tion. They are taken apart to allow the patterns to be extracted from 
the sand, and the cores set in, after which they are closed and made 
ready for the pouring. For ramming the sand mallets may be used. 

Lead is a safe metal, is easily melted and serves the purpose of bring- 
ing out the problems that obtain in foundries such as pouring, warping, 
explosions, gas escapes and safety measures. The sand may be ob- 
tained at a foundry or bluff, some fine, to be put on the patterns first 
to make a parting and some course for the body. One moulding lench 
of this description will be found sufficient for a small school as the boys 
may take turns, and with a little practice the regular instructor will 
handle the work satisfactory. The students are quick to observe the 
possibilities of this equipment and as a result build them at home and 
make lead busts and heads, trays, fish line sinkers, and soldiers. 

The writer discovered a student casting a pistol from a pattern whit- 
tled at home. Another student found that he could make money by 
casting lead at home. Another student found that he could make money 
by casting lead nickels and still another found no difficulty in loading 
dice. (P. S. — When boys are required to furnish lead, find out where 
it is obtained.) 

Project No. 2. — Plaster of paris and clay, wax and parafine working. 

A highly interesting study for girls, boys and grownups, can be used 
in the schoolroom or at home and beside keeping the students curiously 
busy during the day, will attract them to the evening schools. There 
is no extra equipment required. This work is closely related to statue 
making, model making and casting, all branches of drawing and pat- 
ternmaking. Suppose we study the making of a Washington head or a 
lead soldier. The former could be made of parafine, nailed onto a board 
and bronzed to appear like metal and if not handled roughly will keep 
indefinitely, but if a soldier is to be played with it must be made of lead. 
Both are made in the same manner up to the wax stage. In making 
a Washington head, the drawing is made and then from it a model or 
pattern of oiled clay is modeled. ' Some boys are able to model good 
Indian heads. If a difficult problem in modeling is encountered it is 
well to look among the foreign night school students for wood carvers 
since their early training involves clay modeling. 

After the model is finished we are ready to make the plaster of paris 
mould. Lay the head qn a spaooth glass surface and surround it by a 



470 Outlines op Lessons 

tin or cheap wooden frame (yard sticks will do), the dimensions of 
which exceed those of the head by three inches, thus allowing a border 
all around of at least 1% inches. The height of the frame will project 
about an inch above the head, for strength of plaster. Oil the head to 
prevent adhesion of plaster when dry and mix up enough plaster of 
paris with water to the consistency of thick cream to fill the frame level 
and cover the head. This mixture can be best fixed in a round bottom 
bowl. It sets quickly and so must be handled that way, care being 
taken to stir the bubbles out. 

In about a half hour when hard, the frame may be removed, the mould 
turned over, the glass and head removed and we find the impression in 
the plaster. The next step is to trim up and soak the mould thoroughly 
in water, (never try to use it unless it is thoroughly moistened as the 
wax needs a film of water between it and the mould for removing 
freely.) Now pour the melted parafine in the impression and after 
hardening, the back is levelled to the surface of the mould with a 
scraper and the head is removed to be mounted. Nails are warmed and 
pressed through the parafine into the board and the holes filled and the 
whole bronzed. This is the single mould method and from it any num- 
ber of solid backed castings can be made. In ornamental and archi- 
tectural shops this method is used in producing the many flower de- 
signs, etc., that are to be found on store fronts, posts, stairs, doors and 
other cast metal in buildings. The designs are made separately of wax 
and tacked onto wooden patterns. But from an economical and me- 
chanical stand it is better to make a shell or backed out casting and 
this is accomplished in the following manner. Roll out a sheet of oiled 
clay to the thickness of a pie crust and lay it in the above (the head 
spoken of in the preceding paragraph) head in the mould in the same 
manner as the lower pie crust is placed in a pie pan. This determines 
the thickness of the wax or parafine. After the rough edge of the clay 
has been leveled off to the surface of the mould, we then bring the tin 
frame back and adjust it on the lower mould so that it projects an inch 
or so above the mould and we' are now ready to pour into. the frame, 
covering the clay and top surface of the bottom mould. This makes 
the top mould and when dry it is removed, the clay crust taken out, 
an opening made to pour the parafine in, the two moulds soaked, 
placed together again and filled with parafine. In order that they 
come together in the exact position each time it is well to dowel two 
(counter sunk) holes in two corners of the bottom mould before the 
top one is made. This is the double mould method, sometimes highly 
complicated with many lose pieces within to permit the removal of 
irregular work, such as large animal heads, post caps, bases and 
facias. If it is desired the back instead of being of wood may be cast 
right on the head. 

plaster of paris is used in the construction of patterns of spindles 
and pipe fittings and other things of which one or two castings only 
are needed. It may be formed into almost any shape, cheaper and 
quicker than wood may. Excellent bedding or follow Ijoards to pre- 



Institute of Teachers 471 

vent the collapsing of patterns in the moulding are made of it, espe- 
cially since the cost of lumber has increased. 

In making a straight fitting for a round pipe, a wooden axle sup- 
ported on both ends and cheaply constructed, is surrounded with partly 
dried plaster of paris. The axle is turned with a brace and the de- 
sired shape is obtained by scraping the plaster with a piece of tin cut 
to contour. Bowl shaped decorations and patterns are swept up in 
much the same manner. It is estimated that 150 men are engaged 
in this work in the city of Chicago. 

Project No. 3 

Cement work is very interesting and may be introduced easily into 
the continuation schools. Hollow cement bricks, lawn furniture, 
flower pots and stands, weights and sidewalk models may be made 
roughly in wooden forms or swept up and then faced smoothly. This 
kind of construction is rapidly coming to the front. Many of the yards 
are sadly in need of cement repairs and parents are quick to see the 
advantages of sending children to schools in which these courses are 
offered. Brick and stone laying bears some relation to cement v.'ork 
and can be studied in connection, especially in the smaller cities. 

The continuation school boys seem to lose interest in the wood- 
working room when required to follow a set course of exercises, as do 
the majority of evening school students. Better results both in at- 
tendance and workmanship are obtained when they select the objects 
or are allowed and encouraged to undertake work for their employers, 
who will help with suggestions and are willing to pay for material. 
Tool boxes and racks, shelves, display boards, frames, hammer and axe 
handles, benches, clothes cupboards, dash boards, whip stocks, chicken 
feeders and stairs were made during one year. 

Once a year it is a good plan to change classes with the domestic 
science instructor, allowing the girls to learn to use the saw and ham- 
mer while the boys study cooking, button sewing, darning and patch- 
ing. The results will be found to be very satisfactory. At the last 
session each girl made a flower pot stand for the protection of the win- 
dow sill, requiring the use of the regular tools, while the boys busied 
themselves with needles, scissors, thimbles, gas stoves and wash pans. 
One girl very innocently tried to cut a piece of wood with the smooth 
edge of the saw and again a boy attempted to fry an egg without break- 
ing it. 



472 Outlines of Lessons 



INDUSTRIAL, ENGINEERING AND BUSINESS COURSES. 

Prepared by the University Extension Division and Available for Use 
in the Continuation Schools or for Correspondence Study. 

During the past six years the Extension Division of The University 
has developed a number of courses of instruction in business, indus- 
trial, and engineering subjects. These are planned to reach the practical 
men and to give them the desired information in a simple and prac- 
tical manner. Many of these courses are therefore suitable for use in 
the continuation school work and are available for that purpose. 

In some parts of the state, the Extension Division has instructors 
whose services might be secured for teaching classes in these subjects. 
In other cases the texts can be secured for use by local instructors or, 
where there are not enough students to form a class, they may be en- 
rolled as correspondence students with the Extension Division. 

Aside from the merits of these texts themselves, another particular 
advantage to be gained in their use is that men who desire to specialize 
along lines of individual interest can continue into more advanced 
courses-through the Correspondence Study Department of the Exten- 
sion Division. 

The courses in Shop Arithmetic, Shop Sketching, and Advanced Shop 
Mathematics have proven highly successful both for apprentices and 
for older shop men. These courses have been highly commended by 
the technical press and by shop men for their simplicity, directness and 
practical nature. The average mechanic should be urged to begin his 
studies with the Shop Arithmetic and Shop Sketching so as to get a 
thorough grounding in mathematics and drawing before attempting 
more advanced work. For some of the more technical courses a knowl- 
edge of the second mathematics course, Advanced Shop Mathematics, 
is also needed. There is also a valuable course in the shop applications 
of formulas, geometry and trigonometry. It is full of applications to 
shop practice. 

The number of class meetings suggested for the courses is the mini- 
mum number and can often be increased to advantage. Some home 
study on the part of the student is~~expected. 

For information regarding the prices of texts or the possibilities of 
securing University Extension instructors address Dean L. E. Reber, 
University Etension Division, Madison, Wis. 

List of Courses Available. 

Shop Arithmetic — 20 Assignments 

A course planned for men in the metal working trades. 

Teaches arithmetic, beginning with common fractions, showing the 
applications to the every-day problems of the shop. Also teaches the 



Institute of Teachers 473 

■principles of simple machines and other mechanical principles used in 
shop work. Can be studied successfully by men and boys with 5 to 8 
grades of common scho'ol education. Should be made the fundamental 
course for shop men' and apprentices. Available in either book or 
pamphlet form. This course is equally suitable for the apprentice and 
permit schools or for the night schools. 

24 or more weekly class meetings. 

Shop Sketching — 16 Assignments 

A course for shop men who wish to learn to read mechanical draw- 
ings and to make pencil sketches of shop objects and machine parts. 
The work is all done in pencil, no ink work being required. An outfit 
costing about 80c is needed for this course. The course can be taken 
with profit by any intelligent shop man. It gives the average mechanic 
just what he wants to know aboufa reading drawings and making 
sketches. 

This course, also, is equally suitable for the day school or for the 
evening school. 

16 or more weekly class meetings. 

I 

Advanced Shop Mathe^iatics — 20 Assignments 

A second course in Shop Mathematics for those who have completed 
the Shop Arithmetic or its equivalent. Gives an understanding of 
formulas, and their uses in the shop and in trade journals and hand- 
books, the use of tables and diagrams, geometric constructions, the uses 
of trigonometry in the shop, giving applications to taper turning, bevel 
ana spiral gear cutting, screw thread calculations, etc., use of logarithms. 
Available in book or pamphlet form. 

24 or more weekly class meetings. 

Eiementaey Magnetism and Electricity — 20 Assignments 

This course deals with the principles of magnetism and electricity. 
The fundamental laws are developed in their simplest forms. The ob- 
ject of the course is to give the student a clear physical conception of 
circuits — which is so essential in the study of electrical apparatus, or 
in the operation of any electrical machinery. Practcical problems, ques- 
tions, and experiments are given to fix the underlying principles ef- 
fectively in mind. 

In order that the student may get a clear understanding of magnetic 
and electric phenomena and the interaction of these forces, most of the 
topics treated are developed experimentally. The student is thus re- 
quired to perform many experiments. The necessary apparatus for 
performing these experiments is lent by the Extension Division to 
students within the state, but the student must pay transportation 
charges to and from Madison. Available in book or pamphlet form. 

20 or more weekly class meetings. 



474 Outlines op LESSONg 

Retail Selling and Store Management — 10 Assignments 

A course designed for retail salespeople as well as managers and 
owners of retail stores. It is entirely practical, and has proved success- 
ful in over forty classes conducted during the past two years. There 
should be at least twenty class meetings and thirty would be still better. 
The course is available in the form of printed pamphlets. 

Advanced Courses. 

The following enumeration shows some of the more advanced courses 
offered by the University Extensien Division to students who have had 
the requisite preparation. Individual students can take these by cor- 
respondence or, in some localities the Extension Division will organize 
classes if there are a sufficient number of persons interested. 

Courses in Mechanical Engineering. 

Name of Course No. of Assignments 

Shop Drawing (A) 20 

Shop Drawing (B) 20 

Elements of Mechanics 24 

Strength of Materials , 24 

Mechanism 12 

Machine Elements 20 

Advanced Design 20 

Heat 16 

Boilers 20 

Steam Engines 24 

Gas and Oil Engines 10 

Gas Producers 10 

Gas Engine Theory and Design 12 

Test Methods * 20 

Refrigeration 20 

Heating and Ventilation 20 

Power Plant Economics 32 

Compressed Air ^ 20 

Electric Machinery 20 

Engine Running 20 

Fuels 10 

Principles of Plumbing 10 

Cupola Practice 7 

Foundry Metallurgy 8 

Hydraulics — 20 

Courses in Electrical Engineering. 

Name of Course - No. of Assignments 

Direct Currents and D. C. Machinery 20 

Theory of Alternating Currents 20 

A. C. Machinery 20 



Institu'te of Teachers 47o 

Electric Lamps and Illumination 20 

Central Electric Stations 20 

Power Transmission and Distribution 20 

Electric Wiring 20 

Telephones and Telephone Apparatus 40 

Electric Meters 24 

Watthour Meters 12 

Testing of Electrical Machinery 20 

Electric Railways 20 

Electric Batteries 10 

Courses in Structural Engineering. 

Name of Course. No. of Assignments. 

Elements of Structures 16 

Roof Trusses 12 

Plate Girder Bridges 16 

Bridge Trusses Part 1 12 

Bridge Trusses Part 2 12 

Timber and Combination Bridges 8 

Masonry Structures 20 

Reinforced Concrete Construction (general) 52 

Reinforced Concrete Construction (bridges) 36 

Reinforced Concrete Construction (buildings) 36 

Steel Building Construction 16 

Courses in Business. 

Name of Course. No. of Assignments 

General Organization of Business 7 

Types of Business Organization 11 

Inuustrial Management 6 

Marketing Methods 16 

Bookkeeping 12 

Accounting Principles 16 

Cost Accounting 16 

Bookkeeping & Cost Finding For Printers 10 

Business Law 

Contracts 10 

Corporations 7 

Commercial Paper 10 

Sales 10 

Insurance 6 

Commercial Correspondence 16 

Commercial Geography of the U. S 24 



476 Outlines of Lessons 



CONTINUATION SCHOOLS: SHALL THEY BE GENERAL IM- 
PROVEMENT SCHOOLS OR VOCATIONAL SCHOOLS? 

At the outset, the question uppermost is, "What are Continuation 
Schools?" Has the term a commonly accepted meaning? A confusion 
of thought is apparent in the current literature dealing with all new 
school topics. So serious has the need for a standardized terminology 
become, that it is receiving the attention of our national societies. 
The state and national administrative officers are eneadvoring to get 
together. The situation is as chaotic as the Mexican tangle. Out of 
the chaos, it is hoped that there may be a peaceable understanding 
without mediation. 

General Improvement School. 

But what are Continuation Schools? A recognized authority has re- 
cently declared tnat a "Continuation (or Part-Time) school is a day 
school which requires that the pupil attend a portion of the working 
day, during the rest of which he is regularly employed." It is not 
necessarily a vocational school. Its aim may be to continue the gen- 
eral education of the pupil. As such, it is non-vocational. As such, 
it is a general improvement school. 

Vocational Schools. 

What are vocational schools? The same authority announces that 
"Vocational Education is any form of education whose aim is to fit an 
individual to some definite degree to pursue effectively a recognized 
profitable employment, given only to persons who have already de- 
termined their aim to enter such employment, or who are already 
engaged therein and who wish to increase their efficiency in their 
chosen occupation". From this definition it follows that a Continua-- 
tion Vocational School is a trade extension school. 

It is noted that the trade extension instruction may take one of 
two forms. First, the form of instruction that is restricted to in- 
dentured apprentices in the trade taught, or second, the form of in- 
struction given in a trade or occupation not followed by its pupils 
during the balance of the working day. This second form of instruc- 
tion may be called a Trade Preparatory School. 

Studies that are Common to All. 

It is prudent to accept these definitions in this discussion. At this 
point, an inquiry is made whether these three types of schools, viz., 

1. The General Improvement Continuation School, 

2. The Trade Extension Continuation School, 

3. The Trade Preparatory Continu<ation School, 



Institute of Teachers 477 

have any studies that are pursued by all students In common, and 
what those studies are. Fortunately, the answer to this inquiry is 
made, so far as it relates to Wisconsin, and Wisconsin material is 
drawn upon freely, by the terms of the law. The General Improve- 
ment Continuation School pupil is to be taught English, citizenship, 
sanitation and hygiene, and the use of safety devices. The Trade 
Extension Continuation Scho'ol pupil is specifically directed to devote 
two hours a week to instruction in English, in citizenship, in busi- 
ness practice, in physiology, in hygiene and the use of safety devices. 
This is also true of the Trade Preparatory Continuation School. The 
studies of all three schools are, therefore, common for two-fifths of the 
time that they are in session. 

' Studies that are not Common to all Schools. 

In general, the Continuation or part-time day school is in session 
five hours per week for each pupil. Two hours are Cevoted to the 
prescribed studies just named, and three hours are open for studies 
not common to all schools. The Director of Continuation Schools, 
therefore, has the urivilege of determining whether these three hours 
shall be given to general improvement instruction, or to trade exten- 
sion instruction, or to trade preparatory instruction. It must be 
assumed that all three of these schools are established. No one kind 
will serve all the individuals who are required by law to attend. It 
is the theory of these schools that they are maintatined to serve the 
Individual, and not groups of individuals. The groups are very small 
in order that personal help may be made effective. 

' The Process of Registration. 

Since the function of teaching is helpful service, and that is pre- 
eminently true in Continuation Schools, the question to be determined 
when pupils enroll is whether they are to be assigned to a General Im- 
provement Continuation School, or a Trade Extension, or a Trade Pre- 
paratory. An indentured apprentice makes application and he is 
readily assigned to the Trade Extension School. His aim is deter- 
mined and he is already engaged in a chosen employment. Whether 
the apprentice is indentured as a salesman, carpenter, machinist, 
painter, waiter, engineer, printer, blacksmith, mason, barber, plumber, 
shoemaker, baker or other occupation, the decision is easily reached 
that a closely related and correlated trade extension course should be 
prescribed for the three hours. These apprentices all wish to increase 
their efficiency in their chosen occupation. It is admitted that many 
of these trades are recognized profitable employment^. 



478 Outlines of Lessons 



Courses of Study. 

In comparison with the whole number of people employed in the 
trade the number of indentured apprentices, that is, apprentices who 
hold written contracts with employers, is distressingly small. The al- 
leged apprentice, as a rule, has only an oral agreement, if any at all. 
and therefore, gets his instruction, if he gets it at all, after working 
the full day, by attending trade extension evening classes. The 
course of instruction that discriminates sharply between the three 
hours trade instruction that should be given to an apprenticed plumber 
and the three hours trade instruction that should be given to an 
apprenticed baker, is a generally recognized need. Not that such 
courses are not prepared, not that they are not in themselves excellent 
courses, but rather that the employer and the alleged apprentices do 
not recognize that such courses are available for the apprentices, find 
that such courses are worth while. Instead of co-operation in this 
matter, unfortunately we have the frequent paradox of both the ap- 
prentice and the employer being opposed to the written contract for 
apprentices on the same theory, viz., that the law is unfair? In the 
mind of the employer, it is unfair to grant an apprentice day instruc- 
tion; in the mind of the apprentice, it Is unfair to expect him to re- 
main two, three or four years in employment under a stipulated con- 
tract. At this date, only the far-seeing employers and far-seeing 
workers are entering into written contracts. 

.- ,'■ ■/„ . , ^^ ; 

Campaign of Education. 

Herein lies the need of a campaign for helpful education to the 
worker. It must be conducted with moderation and care. The united 
efforts of employers, workers and school forces will bring about im- 
provement. The growth may be slow. It may not be spectacular. The 
time is already here, however, that when any worker shows that he 
has the fire within him to be more efficient in his occupation, he does 
not need to go to the evening class instruction. He may get it in the 
Continuation Trade Extension Day School, and he may get it without 
loss of wages. 

Girls Attending Voluntary. 

Shall we pass to the consideration of the school for the girls? Girls 
fourteen years old and older who are in domestic service and who 
enroll in the Continuation Day School are assigned without much 
question to the trade extension instruction in home-making. Sewing, 
cooking, home-dressmaking and home-millinery, house deco'rations, 
marketing, etc., all are activities that train for the life efficiency of 
the members of this group. 



Institute of Teachers 479 



I Girls in Factories. 

Girls under 16 years, employed on labor permits, call forth a more 
complex problem. Here in Wisconsin we have a group of about 4,000 
girls with an average age of 15 years, in fairly good health, earning 
approximately an average wage of a little more than $3.00 per week, 
working either constantly standing or constantly sitting, for 48 hours 
per week and the majority of them live over a mile from their wo; I^, 
to which they walk. They are employed in candy making, canning 
and bottling, hand finishing and sewing for tailors and knitters, spin- 
ning, spooling and winding, machine knitting, taping, net weaving, 
turning gloves and linings, pasting and labeling, cash ana messenger 
service, etc., etc. The question is, what kind of a Continuation School 
shall be provided for them? Here are the three tests to be applied: 

Can we say that they are engaged in a recognized, profitable em- 
ployment. Can we say that they have made a choice of occupation? 
Can we say that they wish to increase their efficiency in the chosen 
occupation? 

The case of each girl needs to be passed upon separately. When the 
three test questions can be answered in the affirmative, it becomes the 
duty of Continuation Schools to provide the trade extension instruc- 
tion. When any one of these questions is answered in the negative, 
the duty of the school is to provide either the Trade Preparatory 
Course, or the Home-making Course, or the General Improvement 
Course. 

With these girls scattered in forty cities in Wisconsin, with the 
various employments in each city and the girls coming lo school on a 
schedule of attendance that accommodates the employers, it is mani- 
festly easy to know that teachers, in the beginning, have done the 
obvious thing and emphasized the Home-Making Courses. Later it 
may be expected that more Trade Preparatory Courses and Trade Ex- 
tension Courses will be developed. They may be limited in number 
and located usually in the larger centers. 

Constancy of Employment. 

The people who have dreams that these permit girls should have 
trade extension courses exclusively, get a shock when they learn that 
out of the 4,000 girls, 500 hold the same job less than one month; 1000 
hold the job less than three months, 1000 less than one year and that 
barely 25 hold the same job for two years. 

It may be added that of the 4,000 girls, approximately 500 may be 
classified in the established schools in the fifth grade or below; 1500 
in the sixth, 1000 in the seventh; 500 in the eighth, 500 above the 
eighth. Sometimes this information is used to justify a General Im- 
provement Continuation School. The presumption ought to be that 
the established schools have done the academic work well, and that 



480 Outlines op Lessons ^ 

the Continuation School ought to do vocational instruction when it 
is justifiable. ., 

Selected Groups for Trades. 

Manifestly, a few of these girls, in certain selected groups, may be 
led iiltO skilled occupations through the activity of Trade Preparatory 
Courses of instruction. They may become trained servants,, dress- 
makers, saleswomen, laundresses, nurses, housekeepers, milliners, sten- 
ographers, clerks, telephone operators. These are recognized profitable 
employments. There is a body of information necessary to be under- 
stood in order to receive promotion in these employments. Promotion 
is possible and a living wage is usually paid to workers in these occu- 
pations. When, therefore, in any city, a select group of girls can be 
trained by the Trade Preparatory Courses for any one of these occu- 
pations, it should be done. Out of the 4,000 girls considered in this 
discussion, approximately 3,500 are estimated to be taking Homemak- 
ing Courses and 500 who are in the Trade Extension Courses. Exact 
information is not available until July of this year. 

I Boys Working on Labor Permits. 

What shall we do with the boys under 16 who enroll in the Contin- 
uation School? Tak^ 4,000 of these boys for consideration in Wiscon- 
sin. Their average age is 15 years. They are in very gocd health, have 
been quite regular at school before beginning their first employment, 
earn on an average a little more than $4.00 per week, and many walk 
or ride long distances to work. They are employed in making shoes, 
as messenger and delivery boys, office and errand boys, time keepers, 
helpers, sorting and assembling, packing and wrapping, folding and 
filing, tending, and such simple tasks generally. The educational 
-value of their work is very little, if any at all. They shift often from 
one job to another job, and quite as often from one occupation to an- 
other occupation. The labor permit brings these boys within the open 
idoor o'f the Continuation School and we are face to face with placing 
them either in the General Improvement Course, or the Trade Exten- 
;sion Course, or the Trade Preparatory Course. 

Not in Recognized Profitable Employment. 

It must be said that these boys in general are not in a recognized 
profitable employment, that they have not already determined their 
aim to remain in and become efficient in any employment, and that 
therefore, general improvement instruction may not wholly miss the 
mark in serving the group as a whole. However true, in a general 
way, this conclusion may be, there remains the fact that it is pre-emi- 
nently the responsibility of the Continuation School tp ^raiii and g^ide 



Institute of Teachers 481 

these young workers into a recognized employment wherein they may 
become self-supporting citizens. Measured with the standards of the 
egtablislied schools, they are about as well educated as the 4,000 girls 
mentioned in this paper. The girls, outside of home-making, have at 
least seven constant occupations for which they may be safely trained, 
viz., servants, dressmakers, teachers, saleswomen, laundresses, nurses, 
housekeepers, while with the boys there are twenty or more constant 
occupations for which they may be safely trained, viz., laborers, retail 
merchant, clerks, draymen, salesmen, carpenters, steam railroad men, 
machinists, painters, bookkeepers, waiters, engineers, printers, black- 
smiths, masons, barbers, plumbers, street railroad men, shoemakers, 
takers. The list might be extended but this survey of the present 
work of these boys and their future prospects is about sufficient for 
the needs of this moment. 

The Present and The Future. 

Only a limited number of these boys are now employed in the occu- 
pations in which they will be engaged in the future. Hence, Contin- 
uation Trade Extension Day Courses are possible only with a very few 
of them, possibly 400 or 500 of the 4,000. 

Only a limited number of these boys, who are lacking in general 
education, will be greatly helped by General Improvement Academic 
Courses possibly only another 400 of the 4,000 under consideration. 

The dominant service seenrs, therefore, to rest through the activity 
of the Trade Preparatory Courses, which provide a form of instruc- 
tion given in a trade or occupation, not followed by its pupils during 
the balance of the working day. Take the boy who is packing now, 
through the Trade Preparatory Course and make him a thorough-go- 
ing carpenter; the boy running errands now, through the Trade Pre- 
paratory course becomes a salesman or clerk. Obviously, the Trade 
Preparatory Course., expensive though it may be, the boys drifting to- 
day, as they are, at least 3,000 strong, toward the constant occupa- 
tions that they will find waiting for them to-morrow. 

Trade Preparatory School. 

The question is, in the last analysis, how to pick out the boy or girl 
and fit him or her to a life-long job. This fitting must be done by 
guidance and training. The part time day training takes place in a 
Continuation School. Such a school, in view of the needs of those 
who attend it, may be a General Improvement School. It may be a 
Vocational Trade Extension School. However, the great demand is for 
it to be neither the one nor the other. On the contrary, the conclusion 
is that the School that serves the largest number in a practical man- 
ner is the Trade Preparatory School. 

31— B. I, E, 



482 ' Outlines of Lessons ' 

Industrial, Comimercial and Evening Schools. 

This paper is confined to the treatment of the Continuation School, 
the persons eligible for admission to it, and its courses of instruction. 
It is only one of the fpur kinds of schools that come under the new 
Industrial laws of Wisconsin. The other three are: 1. The Industrial 
Day School. 2. The Commercial Day School, and 3. The Evening 
Classes. Some people have been led to think that Wisconsin rested 
its industrial training under its new laws solely on the Continuation 
Schools. That is an error that should be corrected here. 

Industrial School. 

The Industrial School is a day school that provides trade educa- 
tion, .the purpose of which is to fit for some one of the numerous 
trades or subdivided industrial employments. It is not a part time 
Continuation School. 

Because of the extensive sub-division and specialization of indus- 
trial pursuits, the number of different occupations for which indus- 
trial education can be devised seems to be almost without limit. The 
following are some of the trades for which, in greater or less degree, 
industrial training is now available in some communities: machinist, 
house carpenter, pattern maker, cabinet maker, plumber, steamfitter, 
mouldeB, weaver, electrical worker, (in various forms), baker, butcher, 
printer, bookbinder, dressmaking, milliner, power operator, cook. A 
large number of other trades offer opportunities for special vocational 
training, such as those of teamster, motorman, locomotive engineer, 
lithographer, bricklayer, lather, pattern maker, and the like. 

The Industrial School is a vocational day school offering in general 
the following special characteristics: 

a. Admission requirements based upon those required for a working 

permit, usually 14 years of age. 

b. Often offers less than a four year course. 

c. Does not in general plan to give the full equivalent of an ap- 

prentice training. 

d. Is especially planned to deal with pupils from 14 to 16 who 

have determined their aim, though it may deal with pupils 
much older. 

e. Often offering trade extension courses as an organic part of the 

work of the school. 

f. Often shows more school organization and less industrial organ- 

ization than a trade school. 

Commercial School. 

The Commercial School is a day school that trains for wage 
earnini?, It trains for efBcieucy in cororaercial employment. It is 



Institute of Teachers 483 

given to pupils who have determined their aim in this respect, and 
under condtions which aim to duplicate real business conditions usual- 
ly in some one field. 

Commercial education for vocational purposes includes those forms 
of education the controlling purposes of which are to fit for some 
recognized commercial calling. 

Of the commercial vocations, accountancy or bookkeeping and 
stenography are at the present time most clearly defined for purposes 
of vocational training. Salesmanship is being recognized also as a 
differentiated field admitting of systematic training. There are two 
distinct forms of salesmanship, i. e., counter, or indoor salesmanship, 
and field, or traveling salesmanship. For each of these some syste- 
matic training is now possible. Other callings of a clerical nature are 
gradually differentiating so as to suggest appropriate forms of voca- 
tional education. Other examples of specialized commercial education 
are: Secretarial work, Office work, Cataloguing work, Library work, 
Advertising, etc. 

Evening Schools. 

The evening schools are open to all persons over 16 years of age in 
trade extension, trade preparatory and general improvement courses. 
The maximum state aid on any one school for any one year in any 
city is $3,000, provided that no more than $10,000 ai'd be granted to any 
city in any one year. It is clear, therefore, that the Continuation 
School represents only one of the^ fo'ur industrial and commercial 
activities in this state. 

t 

Vocational Preparation. 

One thought more, in conclusion. The May 1914 number of the 
Educational Review says that "The basis for any true vocational prep- 
aration is training to know a few things well and thoroughly, and in 
gaining such knowledge to form those habits of mind and of will that 
fit the individual to new duties and unforeseen emergencies." 

It is well, amidst all this machinery that seeks to train young peo- 
ple for efficiency, to cling to a few fundamental principles, like this 
one, and not lose our bearings completely. — (Address of Warren E. 
Hicks, Assistant for Industrial Education, Western Drawing and Man- 
ual Training Association, Milwaukee.) 



484 Outlines of Lessons 



DEPARTMENTS IN SUPERIOR EVENING SCHOOLS. 



Show Card Department. 

Neat attractive card signs, price tickets, etc., Iiave become 
sucli a staple and popular medium for advertising all 
commodities that many have adopted card writing as a 
specialty. 

The growth of this branch of the show card writing trade has 
been remarkable and those who have taken it up are reap- 
ing a golden harvest. To have value both in an artistic 
and a commercial sense, card signs must be done neatly, 
legibly and rapidly. 

Show Card writing dates back as far as 1873, or thereabouts. 
In those days a Show Card was not considered well exe- 
cuted unless shaded in three or more colors, with the 
handbrush. 

Today the Show Card writer seems to be in advance of the 
window trimmer, where formerly it was deemed sufficient 
if he could do some flashy and loud colored work. Not 
only has the Show Card writer gone ahead by leaps and 
bounds, but the commercial sign writer has kept up at 
even pace. 

The window is a silent salesman of any establishment. It 
will do business after the store is closed at night if prop- 
erly worked, therefore it must be well lighted and have 
attractive, well-made price cards.. 

All the larger department stores employ one or more show 
card writers to do this work exclusively for them, and 
almost all the smaller establishments employ a show card 
writer who also does the trimming of the windows. Many 
salesmen have had their salaries doubled after taking up 
this branch of advertising. Many Show Card writers re- 
ceive salaries up to $40.00 and $50.00, but most of them 
get an average from $20.00 to $25.00. A great many 
have shops of their own. 

A. E. ORTQUIST. 
Telegraphy. 

The object of the telegraphy class is to fit its students to work 
and earn money as telegraph operators. 

An operator, male or female, need never look for employment 
for any length of time, as they are always in demand. 

It is one of the best branches of employment, as it offers good 
prospects to other better lines of work, if the individual 



Institute of Teachers 485 

watches the opportunities, and does not follow it until 

the grey hairs start to appear. 

A. T. RITZMAN. 
Arts, and Crafts Course. 

Problems in Design leading from the simple to the complex, 

defining principles governing line, form, tone, and color 

relations. 
Design applied in Stencil Craft. Making, cutting, and coloring 

of a stencil. Use of different mediums for stencilling. 
Articles made 

table runners 

pillow covers 

table covers 

laundry bags 

tea sets - 

curtains 

draperies 

aprons, etc. 

veils 
Materials used 

cotton towelling 

linen 

silk 

chiffon 

burlaps 

art denims 
Jewelry and Metal Craft. 
Processes taught 

saw piercing 

etching 

soldering 

chasing 

repousse 
• stone setting 

coloring metal 
Problems 

buckles 

brooches 
' fobs 

bracelets 

pendants — chains 

rings 

bar pins 
Materials used 

copper 

brass 

German silver 

sterling silver 

JANE REHNSTRAND. 



486 Outlines of Lessons 



SHOW CARD WRITING. 

In presenting to you the subject of "Show Card Writing" I shall at- 
tempt to show from two separate points of view, why it would be ad- 
visable for you to offer such a course in your evening schools. 

First: Because the expense in time, money and effort is slight and 
the returns certain and most satisfying. 

Second: Because of the advertising possibilities for your other de- 
partments. 

I shall show you presently a sample of the work of some of our 
pupils together with some cards made by the teacher, Mr. Ortquist. It 
will be well to note here that Mr. Ortquist is a clerk in one of our 
clothing stores. After you have se6n what he can do in this line, you 
will not feel that it is necessary for you to make your selection of a 
teacher for this work from among those who have a study of pedigogy. 
Any one who knows the art can with your supervision, get you the re- 
sults. 

During the last year we had some inquiries for training in "Sign 
Painting." In each case after some conversation with the applicant, the 
enrollment was made in the Show Card class, it being clear to me that 
that was what was wanted. We were not offering anything in sign 
painting for the reason that the eight or nine sign painters located in 
our city can take care of all the work of that nature that is likely to be 
called for. Since the electric sign has come in to such common use, 
sign painting is becoming a lost art. A sign may be used on the out- 
side of a building to draw attention to that building, but it is not used 
to any large extent inside, for many reasons. It is here that the show 
card is used because it can be made at slight expense, is small enough 
to call attention to any given lot of goods and can be changed from day 
to day. My observation of the work of this department has been tilled, 
with many pleasant surprises. There were a few who took up this 
work with us last fall, who had been trying it on their own account 
before they enrolled; others had had high school training and had 
learned something of the handling of the brush. These pupils made at 
the outset a far better showing than those who had only a primary edu- 
cation. Now after fifty nights of training, you would have been able 
to see very little difference between them. Aside from this I have in 
mind one young man who worked faithfully, came regularly and made 
poor progress. With this exception, all of the members of a class of 
twenty-six who attend as many as sixty to eighty nights, were able to 
get out a very creditable card. They were not experts but they were 
able to increase their pay envelopes to from one to five dollars per week. 
Display Card here. 

If you were a business man, would you not be willing to pay to one 
of your clerks something extra, if he were able to get out to your order 
during the slack hours of the day, a card like this. If you had no clerk 



Institute of TTeachers 487 

who could do this work for you, would you not consider taking on one 
who could, more especially if your competitor across the way were able 
to display his goods by this attractive means of advertising. 

There is not a store of any importance in our city which does not use 
show cards today, most of them made by their own clerks and every 
professional show card writer in the city, has more work than he has 
ever had before. 

With the possible exception of the work done in arts and crafts, this 
course has occasioned more inquiry regarding our night school as a 
whole than any other department in the school. 

If you are able to increase the earning capacity of a party of young 
people in a short space of time, you may be sure that those same people 
will boost your school in a far more effective manner than you could 
possibly do it yourself. New show cards in every store front in the 
city mean something to you if you have put them there. It means in- 
quiry as to just what you are teaching in your night school. Inquiry 
is what you want. It gives you your chance. 

If you do some little advertising this fall before you open your 
school, be assured that part of it will be wrongly understood, as it has 
been before. Be that as it may there is one thing about which they 
will make no mistake. They will know it, if you have in less than one 
school year, helped them to a larger wage. It is true we may train 
them in other departments so that they will have a larger earning 
capacity but most of the courses are longer than this one and the pro- 
gress less marked and the returns slower. This is one course which 
I would want to continue even if it were impossible for me to maintain 
a larger attendance than five or six, and charge the other departments 
with the upkeep. 

J. G. King. 



PLUMBING 
STOUT INSTITUTE 



1. Names of tools used in pipe threading work. Names of fittings and 

their uses. How pipe is manufactured. 

2. Exercise in iron pipe work involving the definite use of the union, 

right and left coupling and running thread and lock nut. 

3. Testing with water pressure the above exercise connected in turn 

with the union, right and left coupling and running thread. 

4. Make sink frame with offset legs. 

5. Make boiler stand. 

6. Lecture on soil pipe its manufacture and use. 

7. Caulking vertical and horizontal joints. 

8. Soil pipe exercise involving measurements and cutting. 

9. Test the above with air pressure of 5 lbs. and explain use of water 

and smoke test. 



488 Outlines of Lessons 

10. Run stack placing proper openings for average residence instal- 

lation. 

11. Roof connections and various casings and flashings. 

12. Lecture on gas, its manufacture and uses. 

13. Gas fittings up to six openings. 

14. Connect gas range and gas log. 

15. Test gas work using soap suds to detect leaks. 

16. Talk on the manufacture of solder, lead pipe and sheet lead. 

17. The soldering iron, its use and care, tinning. 

18. Straight soldered seams V4," wide on piece sheet lead. 

19. Angle seam %" wide on sheet lead. 

20. Joining two strips of sheet lead. 

21. Lining 6" box with sheet lead. Fill with water as test for leaks. 

22. Cup joint on 1^/4" lead waste pipe. 

23. Bolt or overcast joint on same pipe. 

24. Invisible or blind joint and test completed exercise. 



APPRENTICESHIP COURSE OP MILWAUKEE CONTINUATION 

SCHOOL. 

The revised apprenticeship law of Wisconsin provides that every in- 
dentured apprentice shall receive not less than five hours per week in- 
struction. Two hours of this time must be devoted to instruction in 
English, in citizenship, business practice, and the use of safety devices. 
The remaining three hours must be devoted to such subjects as may be 
approved by the State Board of Industrial Education, and for this course 
we have selected shop mathematics, show drawing and more special sub- 
jects for advanced boys who complete the scheduled four-year course be- 
fore their apprenticeship expires. 

Our experience indicates that the average shop apprentice will, in four 
years, complete the course outlined below. Lack of previous education 
will prevent many from completing the entire course while others will 
complete it long before their apprenticeship expires. Some apprentices 
take up the special work before they have attended the apprentice school 
two years. It must be understood here that the greater part of the in- 
struction is individual and the work assigned to a student is according 
to his needs. 

Many of the subjects are treated only in an elementary way in order 
to give students as broad a knowledge as possible during the limited 
time, and also to make the instruction of greater interest to them. Con- 
siderable voluntary home work is done by many of the boys. The 
fundamental aim of the course is to give the apprentice such instruc- 
tion as will benefit him the most in the shop and in every day life. Co- 
operation between shop and school is always invited. 

Some of the apparent advantages of an apprenticeship course are that 



Institute of Teachers 489 

the boys become awakened to ask more questions about their work and 
to look up in books and mechanical magazines things concerning their 
particular trade. The introduction of a systematic course attracts more 
boys of a better class to learn trades, helps them to understand instruc- 
tions more readily and at the same time makes them better citizens as 
well as better mechanics. This must mean a greater out-put and less 
spoiled work for the employers. The course offers a basis which encour- 
ages apprentices to advance themselves, and their school records should 
be a valuable aid to employers when selecting men for positions of re- 
sponsibility. 

Shop MxVthematics. 

First Year (li/^ hours per week). 

Fractions, decimals, the micrometer, money and wages, board meas- 
ure, tapers, percentage, circles, cutting and grinding speeds, feeds, ratio 
and proportion, compound pulley and gear trains, screw cutting, areas 
and volumes of simple figures, cupola capacities, stock for forging, 
weights of castings. (Addition, subtraction, multiplication and divi- 
sion of whole num.bers when required by students). 

Second Year (li/^ hours per week). 

(Supplemented by elementary laboratory work). 

Square root and cube root, law of right triangles, equation of pipes, 
use of mathematical tables, weights of bar stock, lathe change gears, 
milling machine indexing. Mechanics — simple and compound leverage, 
mechanical advantage, tackle blocks, differential hoist, inclined plane 
and screw. 

Third Year (1% hours per week). 

(Supplemented by laboratory work). 

Meclianics — Horsepower of steam and gas engines, horsepower of 
belting, the Prony Brake, mechanical efficiency of engines, mechanics of 
fluids, specific gravity, hydraulic machinery, heat, temperatures and 
thermometers, expansion and contraction, shrink fits, safe working 
stresses, strength of bolts, hemp ropes, cables, and chains. 

Advanced Shop Mathematics. 

Fourth Year (1% hours per week). 

Shop Algebra — Use of formulas, algebraic addition, subtraction, mul- 
tiplication and division, transformation of shop and engineering form- 
ulas, factoring, solution of simple equations, simultaneous equations, 
quadratic equations. 
(All problems concern shop work). 

Note — Students sometimes complete the abpve four-year course be- 
fore their time is served. In this case they are given the following sub- 
jects in their order: — 



490 Outlines of Lessons 

Practical geometry, shop trigonometry, logarithms, elementary practi- 
cal mechanics with laboratory experiments, strength of materials (op- 
tional), essentials of electricity (optional). 

Practical Geometry — Construction of geometric figures, tables and 
curves, equation of curves, areas of geometric figures, volumes and 
surfaces of irregular solids, the sphere and ring, frustums of cones and 
pyramids. 

Shop Trigonometry — Use of tables, tangent, cotangent, sine, cosine, 
secant, cosecant, angles for bevel gearing, dimensions for bevel gears 
and worm gears, screw threads and spirals, solution of right-angled tri- 
angles, solution of oblique triangles, the sine law, the law of cosines, 
the law of tangents, application of trigonometry to shop problems. 

Logarithms — Use of logarithm tables, interpolation from tables, mul- 
tiplication and division by logarithms, involution and evolution by 
logarithms, the slide rule. 

Practical Mechanics — Action and re-action, composition and resolu- 
tion of forces, forces in common commercial structures such as cranes, 
derricks, shears, bridge and roof trusses, equations for accelerated mo- 
tion, relation between force and mass, centrifugal force, work, power, 
energy, work diagrams, friction of lubricated surfaces, friction of belts, 
law of machines, dynamometers, energy in starting and stopping ma- 
chines, elastic material, modulus of elasticity, elastic limit, laws of tor- 
sion, strength of beams, retaining walls, gases. 

Shop Drawing. 

First Year (IVz hours per week). 

Uses of instruments, principles of shop drawing, lettering, drawings 
of well known shop objects, special screw fastenings, full and half sec- 
tions, revolved sections, conventions, breaks, tabulated dimensions. 

Second Year (ll^ hours per week). 

Assembly drawings, inking, tracing, blueprinting. Sketching — Ma- 
terials used in sketching, dimensioning sketches, sketching familiar 
shop objects, making working drawings from sketches. (Where pos- 
sible, objects for sketching to be selected from shop in which student 
is working). 

Third Year (1% hours per week). 

Construction of complete assembly drawings from sketches, short- 
cuts and special methods used in sketching, drawings for spur gears, 
bevel gears and worm gears, piping conventions, electrical conven- 
tions and diagrams, structural drawing. 

Fourth Year (li^ hours per week). 

Cabinet and isometric drawing and sketching, sheet metal layouts, 
straight line and radical line development, boiler sheet layouts, develop- 



Institute of Teachers 491 

ment by triangulation, making working drawings for small model gas 
engine or steam engine, patent office drawings and specifications. 

For Advanced Students. 

Elements of machine design, elements of mechanism, motion by link 
work, cam layouts, quick return motions, belting arrangements, graphi- 
cal statics, valve gears, Seiner and Bilgrim diagrams. 



Physiology and Hygiene. 

First Year (30 minutes per week). 

Care of the body, cleanliness, personal habits and defects, effects of 
alcohol and tobacco on the body, drugs, improper rest, light, heat and 
ventilation, dust, care of the teeth, care of the eyes, indigestible foods, 
over-eating, occupational diseases, industrial poisons, structure and 
mechanics of body, some general directions for rendering first aid. 

Second Year (20 minutes per week). 

First Aid — General treatment of bruises, strains, sprains, burns and 
scalds, cuts and wounds, infection and its preventions, dislocations and 
fractures, wounds and hemorrhage, fainting, electric shock, drowning, 
artificial respiration, sunstroke, heat exhaustion, proper methods of 
carrying th^p injured. 

Third Year (20 minutes per week). 

Contagious disease quarantining; isolation hospitals preventing the 
spread of disease germs; disinfection, fumigation, toxins and anti- 
toxins, vaccination, the Pasteur treatment; importance of sanitation, 
care of cellars, back yards, etc.; public sanitation, care of streets; pub- 
lic safety inspectors; methods of sewage disposal, practical sanitation 
and the education of the public; talk by a physician. 

Fourth Year (20 minutes per week). 

Causes of disease, disease carriers, sterilization, pasteurization, pre- 
vention of epidemics, individual responsibility, public supplies as pub- 
lic dangers, house and trade refuse offensive trades, cleaning and lime- 
washing of factories, proper air space and ventilation, hospitals and 
charities. 



Safety Devices. 

First Year (30 minutes per week). 

Common dangers, cars and trains, elevators, unguarded machinery, 
causes of shop accidents, flying and falling objects, unsuitable clothing, 
unsafe practices, storing materials, prevention of accidents, co-opera- 
tion, reporting accidents, fire protection, cleanliness, ventilation, light, 
disposal of dust, occupational dangers, industrial poisons, care around 



492 Outlines of Lessons 

electrical apparatus, study of safety literature and current accidents, 
shop inspection trip. 

Second Year (50 minutes per week). 

Forms of guards and their application; materials used for making 
guards; forms of gears and gear guards; belt, rope and chain drives; 
belt shifters; set screws; keys; couplings; guarding shaft ends; safety 
collars; erection of emery wheels and grindstones; care of grinding 
wheels; danger of power saws, jointers, wood planers, etc.; passage- 
ways; platforms; stairways; ladders; doors; rules and regulations of 
the Industrial Commission, shop inspection trip. 

Third Year (30 minutes per week). 

Danger of woodworking machinery; speed of machines, power saws, 
jointers, shapers, stickers, core box machines; use of mats; danger of 
metal working machinery; drilling and boring machines; shapers; 
planers; slotters; lathes; milling machines; foundry equipment and 
appliances for its prevention of accidents; care with molten metal; 
clothing; cupola dangers; electrical apparatus and its dangers, insulat- 
ing material, precaution in the use of electrical apparatus; shop rules 
and regulations. 

Fourth Year (30 minutes per week). 

Power plant equipment, safety appliances for engine and boiler 
rooms, forms of power transmission, fly wheels, passageways, repair- 
ing engines and boilers, forms of elevators and their dangers, safety de- 
vices for elevators, shop sanitation and first aid, transportation, load- 
ing material, train yard dangers, road dangers, traveling cranes, fire 
protection, alarm systems and fire brigades, safety committees, the 
working man's compensation act. 

English and Business Practice. 

First Year (30 minutes per week). 

Trades and shops, use of iriachine tools, measuring instruments and 
trade men's tool kits, spelling of shop words, written and oral forma- 
tion of sentences, dealing entirely with shop equipment and manage- 
ment, correct reading, study of machinery, their classification and size, - 
use of the dictionary and the correct pronunciation of words, use of the 
public library, use of telephone books and city directory, shop inspec- 
tion trips. 

Second Year (30 minutes per week). 

The logical arrangement of sentences in a paragraph, choice of words, 
faulty expressions, letter forms, general post office information, letters 
of application and acceptance, selecting material from catalogs, order- 
ing material, shop inspection trips, written reports on shop inspection 



Institute of Teachers 493 

trips or lectures, laboratory reports, use of mechanical magazine, ma- 
terials of construction, study of power machinery, methods of power 
transmission. 

Third Year (30 minutes per week). 

Shop and business forms, study of bills, statements and common com- 
mercial paper, writing business forms, study of abbreviations, reports 
on laboratory experiments, tabulation of data, detection of counter- 
feit coins or bills, use of banks, study of commonly misused words, 
study of shop practice and methods of doing work, jigs and fixtures, 
arrangement of shop machinery, articles of interest in mechanical mag- 
azines. 

Fourth Year (30 minutes per week). 

Preparation of short reports or compositions on mechanical subjects, 
faulty expressions, choice of words, keeping simple accounts, simple in- 
dexing and filing, method of keeping track of work through various de- 
partments, time, stock and repair cards, special machines and tools, 
shop arrangement and management. 



CiTIZEiSrSHIP. 

First Year (30 minutes per week). 

Study of city map, location of sheets and ward boundaries, use of 
city directory and telephone book, money and banking, the apprentice- 
ship contract, departments of city government, powers and duties of 
city officials, taxation, ordinances, city courts and judges, study of 
municipal official directory, public utilities, corporations, the granting 
of franchises, brief study of town, city and county governments, 
suffrage, aliens and citizens, process of naturalization, use of public 
library, the museum, municipal activities. 

Second Year (30 minutes per week). 

Parties and elections; party primaries and nominating conventions; 
study of sample official ballots; the Australian ballot, voting machines; 
relation of local to state government; departments of state government; 
election and appointment of state officials and their terms of office, 
powers and duties; boards and commissions; the senate and assembly; 
passing bills; important current events 

Third Year (30 minutes per week). 

The original states, territories, admission of states, history of admis- 
sion of Wisconsin, Declaration of Independence, Articles of Confedera- 
tion, adoption of United States Constitution, relation of state to federal 
government, constitution of Wisconsin, declaration of rights, suffrage, 
the legislature, executive and judiciary departments, education, finance 



494 Outlines of Lessons 

corporations, amendments, elementary study of United States Consti- 
tution. 

Fourth Year (30 minutes per week). 

Political parties and party platforms, rights and duties of citizens, 
trials at law, criminal law, war and arbitration, regulation of foreign 
trade, tariff, international relations, some general laws affecting persons 
and their property, brief outline history of Wisconsin, elementary study 
of American industries with special reference to Wisconsin, commer- 
cial geography, study of state and continental maps. 



SUMMARY OF REPORTS— 1913-1914. 

APPRENTICES. 

The information for day apprentices, gathered from the annual re- 
ports of continuation schools, has been tabulated. 

Apprentices are found at Beloit, Fond du Lac, Green Bay, La Crosse, 
Milwaukee, Oshkosh, Sheboygan, South Milwaukee, Superior, West Al- 
lis. Enrollment 558. Leaving 1. Withdrawals 12. Contracts ending 
78. Returned to established schools 0. Enrollment at close of school 
342. Average weekly attendance 343. 

The distribution of attendance is as follows: Attending 32 weeks, 5 
hours per week, 125; 31 weeks, 28; 30 weeks, 14; 29 weeks, 17; 28 
weeks, 9; 27 weeks, 9; 26 weeks, 8; 25 weeks, 33; 24 weeks, 24; less 
than 24 weeks, 275; total 558. 

The enrollment by ages is as follows: 16 years old, 62; 17 years old, 
111; 18 years old, 99; 19 years old, 79; 20 years old, 47; 21 years old, 
14; 22 years old, 8; 23 years old, 10; 24 years old, 3; 25 years Qld, 16. 

Enrollment by grades is as follows: 6th grade 58; 7th grade 86; 8th 
grade 175; High School 146; — 527 apprentices being boys, and 31 girls. 

Enrollment by employment is as follows: Machine shop work 61; 
carpentry 26; pattern making 86; printing 27; plumbing 2; dressmak- 
ing 4; millinery 1; miscellaneous 171. 

Total number of employers 76; teachers 19; total expense $12,439.54; 
cost per capita based on 558 apprentices is $22.30; percent of ap- 
prentices complying with law of attendance, 97.2. 

PERMIT. 

The tabulated data with reference to persons attending the Permit 
School is as follows: Number of permits 10,477. , Persons over 14 and 
under 16 employed in domestic service 608. Enrollment for year 9461. 
Number leaving 41. Number withdrawals 4082. Number withdrawals 
account 16 years old 3079. Returned to regular schools 100. Enroll, 
ment at close of school 4174. Average weekly attendance 4458. 



IisrsTiTUTE OF Teachers 495 

The distribution of attendance is as follows: Attending 32 weeks 
1672. 31 weeks 287. 30 weeks 352. 29 weeks 293. 28 weeks 376. 27 
weeks 192. 26 weeks 214. 25 weeks 236. 24 weeks 420. Less than 24 
weeks 6575. Total 10>432. 

The enrollment by ages is as follows: 14 years old 1178. 15 years old 
5503. 16 years old 3617. 17 years and over, 5. 

Enrollment by grades is as follows: 5th grade 291. 6th grade 4882. 
7th grade 2603. 8th grade 2317. Unclassified 350. 

Enrollment by employment is as follows: Department stores 225. 
Messenger service 107. Mills 353. Factories 1968. Housework 592. 
Dressmaking 10. Milinery 27. Miscellaneous 681. 

Total number of employers is 1423. Teachers 75. Total expense 
$137,846.50. Per capita based on 9461 permit pupils is $14.57. 
Per cent complying with law — approximately 90. 

INDUSTRIAL. 

The tabulated data with reference to persons attending the all day 
industrial and commercial schools is as follows: 

Number exceptional pupils and by transfer 175. Enrollment for year 
1158. Number leaving 17. Number withdrawals 165. Number with- 
drawals account 16 years old, 57. Number returned to regular schools 
42. Enrollment at close of year 272. Average weekly attendance 489. 

The distribution of attendance is as follows: Attending 32 weeks 
104. 31 weeks 19. 30 weeks 0. 29 weeks 7. 28 weeks 13. 27 weeks 10. 
26 weeks 10. 25 weeks 4. 24 weeks 30. Less than 24 weeks 962. Total 
828. 

Enrollment by ages is as follows: 14 years old 174. 15 years old 342. 
16 years old 85. 17 years old 139. Total 743. 

■ Enrolln\.ent by grades is as follows: 5th grade 4. 6th grade 156. 7th 
grade 157. 8th grade 173. Unclassified 247. 

Total number of teachers 48. Total expense $36,782.66. Cost per 
capita based on 1158 pupils is $31.76. Positions filled 305. 

EVENING SCHOOLS. 

The tabulated data with reference to persons attending the evening 
schools is as follows: 

Men 6887. Women 7389. Total number enrolled 14,276. Number leav- 
ing 3030. Number withdrawals 443. Number returned to regular school 
17. Enrollment at close of school 6791. Average weekly attendance 
6712. 

Enrollment by employment is as follows: Bookkeepers 336. Sten- 
ographers 379. Laborers 637. Students 208. Housekeepers 769. Store 
clerks 940. At home 518. Clerical work 275. Machinists 469. Car- 
penters 124. Factory workers 1796. Electricians 79. Printers 63. 
Laundry workers 33. Helpers 49. Dressmakers 127. Telephone oper- 
ators 200. Tailors 17. Miliners 54. Teamsters 17. Messengers 14. 
Plumbers and steam fitters 11. Candy factory workers 10. Draftsmen 



496 Outlines of Lessons 

121. Moulders 49. Painters 35. Blacksmiths 27. Cabinet makers 16. 
Plasterers 1. Teachers 290. Pattern makers 18. Waitresses 426. Libra- 
rians 5. Salesmen and women 51. Railroad employees 29. Ueiivery 
boys 13. Tinsmiths 9. Erectors 13. Typesetters 3. Storekeepers and 
business men 197. Domestics 273. Wood workers 45. Bakers 9. Rub- 
ber workers 20. Tanners 41. Farmers 11. Lumbermen 31. Nurses 10. 
Mechanics 722. Miscellaneous 3365. 

Number of teachers 328. Expense $85,769.63. Per capita based 
on 14,276 enrolled is $6.01. 

GENERAL FINANCIAL REPORT. 

Of receipts and disbursements of continuation schools (apprentice- 
ship, permit, all day industrial, commercial, and evening) for the 
year July 1, 1913 to June 30, 1914. 

Receipts. 

Cash on hand July 1, 1913 $67,004.57 

Received from state— 1912-1913 50,325.10 

Received from tax levy 240,100.60 

Miscellaneous 7,476.40 

Overdraft 9,152.47 

Total $374,059.14 

Disbursements. 

Salaries, teachers, industrial $16,289.93 

Salaries, teachers, continuation 72,046.00 

Salaries teachers, commercial 11,714.19 

Salaries teachers, evening 60,411.87 

Maintenance 70,103.07 

Contingent expenses 43,837.13 

Miscellaneous 10,359.46 

Balance on hand 89,297.49 



Total $374,059.14 



iNSTituTE OF Teacher's 



497 



MEIMBERS OF INDUSTRIAL, BOARDS. 



Antigo. 

F. A. Hecker, 

Harry Jackson, 

Edward Doner, 

Wm. Meyer, 

R. A. Brandt, Superintendent. 



Grand Rapids. 

C. W. Schwede, Superintendent, 

"W. F. Kellogg, President. 

F. S. Gill, 

Guy O. Babcock, 

C. A. Hatch. 



Appleton. 

Jos. E. Thomas, President. 
W. A. Fannon, 
Chas. Thompson, 
Wm. A. Bruce, 

Carrie E. Morgan, Superinten- 
dent. 

Ashland. 

F. M. Clark, President, 

T. B. Culver, Secretary, 

F. C. Tarbox, 

F. S. Dhooge, 

V. T. Thayer, Superintendent. 



Beloit. 

Supt. F. E. Converse, F¥e«ident. 

C J. Mitchell, Secretary, 

Martin Yaeger, 

F. L. Lane, 

E. M. Thompson. 

Chippewa Falls. 
M. S. Bailey, 
W. C. Richter, President, 
J. B. Pitroski, 
"Walter Risteen, 
Supt. C. J. Brewer, Secretary. 



Green Bay. 

E. E. Wainwright, President. 

Carl Hartman, 

R. E. St. John, Secretary. 

J. E. Kettenhofen, 

i. W. Burton, Superintendent. 

Janesville. 

Carl A. Buchholz, Secretary. 

V. P. Richardson, 

Arthur E. Badger, 

Fred L. Smith, President, 

H. C. Buell, Superintendent. 

Kenosha. 

W. J. Frost, President, 
Frank L. Wells, 
A. G. Children, 
iferman Mueller, 
Supt. Mary D. Bradford, Secre- 
tary. 



La Crosse. 

J. B. Funke, President. 

A. A. Schroeder, 

John Rusche, 

Louis Hirshheimer, 

L. P. Benezet, Superintendent. 



Cudahy. 

Fred Simon, President, 

L. G. Barrett, Secretary, 

C. F. Becker, 

Joseph Herwig, 

Jesse Cory, Superintendent. 

Eau Claire. 

F. W. Thomas. President, 

Aug. Burkart, Secretary, 

Henry Leinenkugel, 

Oluf Carlston, 

W. H. Schulz, Superintendent. 

Fond du Lac. 

J. E. Roberts, Superintendent, 
F. J. Rueping, President, 
John Thalheim, Secretary, 
Herman Michler, 
John Jens. 



Madison. 

T. G. Murray, President, 

Supt. R. B. Dudgeon, Secretary, 

Geo. E. Gernon, 

W. H. Collins, 

John L. Boui-ke. 

Manitowoc. 

Supt. P. J. Zimmers, President, 
Herman Daeke, Secretary, 
John Schroeder, 
E. J. Morris, 
Max Rahr. 

Marinette. 

H. W. Pope, President, 

Francis Hood, Secretary, 

Chas. A. Gooaman, 

Alfred Tennyson, 

G. H. Landgraf, Superintendent. 



32— B. I. E. 



Outlines op Lsssoisrs 



Marshfield. 

A. G. Pelker, President, 

E. C. Dickerson, Secretary, 
C. W. Otto, Superintendent. 

MenasJia. 

Supt. John Callatian, President, 
Jacob Liebl, Secretary, 
Joseph B. Hill, 
Frank Oberweiser, 
L. W. Whitmore. 

Menomonie. 

Supt. C. G. White, President, 

B. L. Kabot, Secretary, 

B. H. Waterman 
A. C. Burgeson 
S. H. Metcalf 

MilwauJcee. 

J. D. Hickey, Secretary, 

A. J. Lindemann, President, 

Jos. La Finer, 

M. C. Potter,- 

Frank J. Machette, President. 

Neenah. 

J. C. Kimberly, President. 

W. W. Osborn, 

W. C. Wing, 

Wm. Jackson, 

Supt. B. M. Beeman, Secretary. 

Oshkosh. 

S. C. Radford, Jr., 

F. A. Meyer, President, 
M. C. Judson, 

Geo. Ransom, 

Supt. M. N. Maclver, Secretary. 

Portage. 

C. J. Klug, 

W. C. Gault, President, 

J. A. Older, 

W. M. Bdwards, Secretary, 

W. G. Clough, Superintendent. 

Racine. 

John Wiechers, President, 

W. G. Gittins, 

Chas Miller, 

Supt. B. E. Nelson, Secretary, 

J. W. Dearsley. 

Sheboygan. 

E. W. Schultz, President, 
C. J. Wolf, 
A. Balzer, 
Herman Diers, 
Supt. H. F. Leverenz, 



South Milwaukee. 

Matthew Potter, President, 

John E. Roets, 

Alex. Stosick, 

Irving Fink, 

Supt. Fred W. Hein, Secretary. 

Stevens Point. 

L. R. Anderson, President, 
W. S. Young, 
E. A. Oberweiser, 
Herbert C. Snyder, Supt, 
Miss Carrie Frost. 



Superior. 

Frank Hayes, President, 

T. J. Roth, 

W. K. Link, 

B. N. Paddock, 

Supt. W. E. Maddock, Secretary. 

Tivo Rivers. 

H. C. Wilke, 

G. A. Magee, President, 

Guido Berger, 

Henry Nienstedt, 

W. J. Hamilton, Superintendent. 

Watertown. 

Geo. C. Lewis, 
E. C. Wolfram, President, 
Chas. Kohn, 
Emil Creutz, 

Thomas J. Berto, Superinten- 
dent and Secretary. 



Waukesha. 

H. L. Horning, President, 
Supt. G. F. Loomis, Secretary. 
Geo. E. Harris, 
W. H. Sleep, 
John G. Gredler. 

Wausau. 

Karl Mathie President, 

W. J. Johnson, Secretary, 

L. N. Larson, 

C. G. Krueger, 

S. B. Tobey, Superintendent. 

West Allis. 

Fred Wegner, President, 

Geo. P. Gerlinger, 

John Ganzer, 

A. L. Prior, 

T. J. Jones, Superintendent. 



Institute of Teachers 



499 



TEACHERS EMPLOYED IN CONTINUATION SCHOOLS. 

1913-1914. 



Appleton. 

W. F. Faulkes, 
. Mabel Burke, 
Annette Weissenborn, 
Edward Berg, 
G. M. Phelan, 
Helen Patterson, 
E. Witthuhn. 

Beaver Dam. 

L. R. Creutz, 
Margaret Nelson, 
E. P. Hanley, 
Anna Scbwietzka, 
Mary Spellnian. 

Beloit. 

Lewis H. Wood, 

Gerald P. Zarwell, 

Ruth Fluekiger 

S. Jacobson, 

J. C. Federle, 

O. A. Ahlgren, 

L. A. Wirick, 

W. K. Hay, 

J. A. Armstrong 

A. M. Chickering 

A. F. McLeod, 

M. E. Oswold, 

M. E. Wharry, 

L. D. Wilkinson, 

A. Deitzel, 

M. L. Marshall, 

W. C. Heath, 

O. Ritland, 

Rev. A. Giovannoni, 

Miss M. C. Whelan, 

Miss H. Brigham, 

Mrs. Anna Gilbert, 

Mrs. Henry Welsh, 

Mrs. J. B. McCommins, 

Emma Howarth, 

Mrs. Julia McAlpin, 

Mrs. E. W. Ervine, 

Mrs. Eugine Reitler. 

Chippeioa Falls. 
Hattie Mordell, 
O. O. Wheeler, 
Sigurd Bushland, 



Elizabeth Hurst, 
T. J. Saed, 
Katherine Ryan, 
Minda Hogseth, 
Ada Gillette, 
Albert Kurth. 

CudaJiy. 

Jesse F. Cory, 
Una E. Lambert, 
Leonard Barrett. 

Eau Claire. 

Wm. W. Dixon, 
Martha Gaustad, 
Eleanor Quigg, 

C. S. Felton, 
B. F. Headley, 
L. P. Loken, 
May Gunderzik, 
Agnes Patterson, 
Mrs. J. A. Shane, 
Robert Kelley, 
Ingabor Sather, 
L. A. BuDahn. 

Fond dit Lac. 

W. C. Immel, 
Harriet B. Goessling, 
Karl K. Borsack, 
Katharine Gallagher. 
Minnie De Sombre, 
O'Letta Erhart, 
Elizabeth Heiny, 
Harvey A. Tice, 
Jos. J. Bransby, 
Tracey E. Cone, 
Lydia Johnson, 
H. E. Snyder, 
Zita McGivern, 
I. O. Hubbard, 
Eva Kyle, 
Bertha Saak, 
Julia Wolff, 
B. J. Wilson, 

D. O. Williams, 
Dr. P. J. Calvey,w 
Clarinda McKensie, 
Nellie Ryder, 

Ben Elliott, 
J. Fields. 



)00 



Outlines of Lessons 



Green Bay. 

J. B. Fournier, 
E. E. Guiin, Jr., 
Margaret Wegman, 
Mrs. E. Gibson, 
Miss E. Huenger, 

D. P. Birdsall, 
Josepiiine Burke, 
Frances Kelley, 
Alice Lefebore, 
H. S. Stewart, 

C. W. Byrnes, 

Nora Van den Brook. 

Janesville. 

C. F. Hill, 
Mrs. H. H. Coplan, 
Ella Kuehlthau, 
Elizabeth McCue, 
Miss Pahlow, 
Miss Inman, 
Miss Boylan, 
Miss Spaniel, 
Miss Foley, 
John Arbuthnot, 

E. J. Manning, 
Prof. Norris, 
S. M. Smith, 
Mr. Manross, 
Miss Bailey, 
Miss Highland, 
Miss Lunde, 
Miss Klingbeil, 
Mrs. Bunn, 
Miss Glidden, 
Miss Buchholz, 
Mrs. Kelle, 
Maude M. Monroe, 
Miss Dowd, 

G. W. Curtis, 
Miss Westlake, 
J. T. Sheafor, 
Wm. J. Bunn, 
Mr. Albert. 

Kenosha. 

R. W. Tarbell, 
Laura E. Hahn, 
Mrs. Elvira B. White, 
John B. Coleman, 
Nellie Warner, 
S. W. Ward, 
Edwin Strauss, 
Maude Shelton, 
Frances C. Beck, 
Elizabeth Pasha, 

F. M. Karnes, 
Benjamin Rundell, 
Anna J. Miller, 
Hugh B. Murphy, 



H. Albrecht, 
Jessie Loveland, 
O. H. Hill, 
Katherinei Tuomy, 
Josephine Steig, 
Roxena R. Bryan, . 
Edna E. Hood, 
Geo. W. Braithwaite, 
Mabel Petrie, 
Mrs. Williams, 
Mabel Wilto-n, 
A. F. Farrbel, 
Mary Robertson 
Margaret V. Pirsch, 
Miss Sharpe, 
Rachael Kanarr, 
Harriett Fink, 

La Crosse. 

Thos. G. Sutherland, 
Gertrude L, Brandt, 
Robt. Butler, 
Mary Cavanaugh, 
Anna Collins, 
A. L. Fratt, 
Geo. W. Frey, 
Eliz. Gillespie, 
Norah Guertin, 
Cora Kempter, 
Beatrice Leissering, 
Agnes Osborne, 
Flora Preseott, 
Lill Ristow, 

D. H. Shepardson, 
J. H. Stuckert, 
Magdalene Tillman, 
Minnie Trapp, 
Emma Ziesler, 
Bertha Cleveland, 
Grace Gesell, 

Madison. 

A. W. Siemers, 

J. S. Blain, 

Mrs. R. MacDonald, 

Regina Dolan, 

H. C. MacQuarrie, 

Wm. Heinrich, 

E. L. Jay, 
Margaret Skinner, 
John Burkman, 
Myron Rae, 
Alice Carey, 
Florence Robinson, 
Lulu M. Westenhaver, 
Clarence Tripp, 

Mrs. W. Hogan, 
Eloise Samson, 
Olive Sheets, 
Edna Oakey, 



Institute of Teachers 



501 



Madeline , Tess, 
Carl F. High, 
C. K. Standish, 
Myron McPherson, 
Hebe Leeden, 
Katholeen Sipples. 

Manitowoc. 

W. F. Weisend, 
L. C. Dewey, 
Addison Bleyer, 
Mrs. E. Tollefson, 

B. G. Elliott, 

■ C. G. Stangel, 
M. Field, 
Nellie Kratz, 
Marie Levenhagen, 
Mrs. Nan Martin, 
J. W. Martindill, 
H. P. Miller, 
Margaret ■Quiltj% 
Anton Sporer, 
Matena Tollefson. 

Marinette. 

' Frank W. Hanft, 
Alvina Nitz, 
Carmen Savage, 
Mrs. J. Gitchell, 
A. D. Rose, 
Lena Gagnon, 
Mrs. Bird, 
E. A. Byerly, 
J. E. Fults. 

Marshfleld. 

C. W. Otto, 
Mae Curran, 
Belle Brooks, 
Morgia Mansur, 
Chris R. Isely. 

Menasha. 

R. W. Hargrave, 
Roy J. Carver, 
Mabel C. Easterbrook 
Cora Oberdorfer, 
Chas. Meyer, 
Clara Christofferson. 



Menomonie. 

Thos. R. Moyle, 
Lina Prideaux, 
Bessie Erickson, 
Mabel Richards, 
Hans Hanson, 
Lucy Leonard, 
Nellie Wehrle. 



Mihvaukee. 

Central Day School. 

R. L. Cooley, Director, 

W. C. Sieker, Prin. 

Frances Atkin, 

Geo. H. Bishop, 

Ella P. Bartel, 

Adalene B. Benjamin, 

R. J. Burke, 

Mary Bushnell, 

Clarence W. Cline, 

Harry A. Jacobson, 

Anna E. Englert, 

Benj. Frey, 

E. P. Kronquist, 

L. A. Crocker, 

Margie Davies, 

C. PI. Ferguson, 

Teresa Gardner, 

L. W. George, 

Ruth M. Gillett, 

Isabelle Hack, 

Grace King, 

Helen Knudson, 

C. Lundblad, 
John J. Metz, 
Anna O. Olson, 
E. L. Pickhardt, 
Ira D. Pilliard, 

E. J. Quackenbush, 
Harry Rubenkoenig, 
J. L. Smith, 
G. B. Smith, 
Matilda Steinbrecher, 
R. W. Tarbell, 

E. D. Tanzer, 
Eliz. Tonigan, 
Alb. A. Trojahn, 
Evelyn M. Walmsley, 
Cora J. Zinkgraf, 
Robert B. Otis, 

D. J. Regan, 

J. R. Shannon, 
Ethel Sayles, 
H. G. Ruenzel, 
N. F. Kohl, 

Central Evening School. 
W. C. Sieker, Prin. 
Adalene B. Benjamin, 
Fred Dorner, 

F. F. Drolshagen, 
H. H. Eggebvecht, 
C. H. Ferguson, 
L. W. George, 
Ruth M. Gillett, 
John Gieschen, 
Isabelle Hack, 

N. F. Kohl, 
John J. Metz, 
C. Pinney, 



502 



Outlines of Lessons 



Louise Steiiier, 
E. D. Tanzer, 
Robt. B. Otis, 
W. K. Weissbrodt, 
Paul E. Werlishagen, 
H. Logemann, 
Wm. Schuctiardt, 
Franli Zetteler, 
J. L. Smith, 
Ethel Sayle, 

Cass Street Evening School. 
Thos. W. Boyce, Prin. 
Adalene Benjamin, 
Mrs. Lucie Burckhardt, 
Sarah Callen, 
Agnes Cunningham, 
Margie C. Davies, 
Mary Halfen, 
Chas. Kahle, 
Mary Kiene, 
Estelle Levy, 
Katherine Murphy, 
Daisy Murphy, 
Eleanor Penner, 
Ethel Sayle, 
Elizabeth Tonigan, 
Helen Knudson, 
Margaret Schenk, 
W. K. Weissbrodt, 
Minnie Doermer, 
Edna Gamm, 
Eva M. Acker, 
Eda Hegeman. 

Clarke Street Evening School. 
R. J. O'Hanlon, Principal. 
Mrs. C. E. Childs, 
Mrs. John Meske, 
Sadie Berdtke, 
Frances Calverley, 
Matilda Steinbrecher, 
Kathryn Hogan, 
E. P. Bartel, 
Mrs. Emma Gugler, 
Etta Schmidtill, 
Carmen Sieker, 
Henrietta Fairall, 
June Baum, 
Minnie G. Kemink, 
Grace King, 
Ray Jaeckels, 
Ray J. Donahue, 
Peter Bidder, 
Louise Ewald, 
Wm. Brockmann, 
A. A. Grossmann, 
Clemens P. J. Kambe, 
Jarvin Ledvina, 
Samuel Wilde, 



Geo. Wm. Berg, 
Mrs. Margaret Leisle, 
Lizzette Sallmann, 

Hanover Street School. 
Henry Krueger, Prin. 
Nellie Peterson, 
Alice Stacy, 
Hazel Heyer, 
Grace Hodgkins, 
Edmund Meczynski, 
B. C. Paczkowski, 
Alice Morse, 
Max Becker, 
Erwin Homuth, 
Henry Spurbrecher, 
Adolph Braun, 
Mildred Aldrich, 
Dezelle Warner, 
Mae Krueger, 
Viola Kratche, 
Carl G. P. Heintz, 
Edmund Kleczka. 

Eighteenth Ave. School. 
H. S. Schnell, Prin., 
E. W. Schuman, 
Laura Boyle, 
Katharine Perring, 
Ernst Traeger, 
Edw. McCabe, 
Chas. Bartelt, 
Helen Holtz, 
Helen Filtz, 
Mary McGuine, 
Charles Heydon, 
Miriam Malone, 
Mae Canning, 
Laura Tanner, 
Gertrude Dean, 
Mrs. E. T. Griffin, 
Homer B. Harrison, 
Laura Willis, 
J. Sidney Studley, 
Clara E. Whitham, 
Jarvis G. Clarkson, 
Clara Conrad, 

Ring Street School. 
Wm. F. Sell, Prin., 
Elizabeth Peters, 
Annette Kottnauer, 
Fannie Beyer, 
Fred Meyer, 
Louis Ungrodt, 
Lillie Wendt, 
Charlotte Griese, 
Marjory Mercer, 
Mary Fleming, 
Mrs. S. Denzer, 



Institute of Teachers 



503 



Mrs. S. Thomas, 
Mrs. L. Schreiner, 
Cora Mosher, 
Elsie Suckow, 
Ethel Sayle, 
Miss Olive Bristol, 
Norma Rau, 
Joseph Klug, 
E. Dean Tanzer, 
Henry Braun. 

Lloyd Street Evening ScJiool. 
John A. Diederichsen, 
Jane M. Fellows, 
Celia Burr, 
Margaret Mitchell, 
Lillian Hamata, 
Lotta B. Fowler, 
Alice Strass, 
Theresa Fuchs, 
Elsie Kahlo, 
Agnes Streng, 
Emma Brenner, 
Mina Marshall, 
Anna Dierschke, 
Nellie Banks. 
D. C. Carr. 
Hazel Wiggin. 
Ella Marshall, 
Olive Bristol. 
B. F. Shiek. 

Neenah. 

Newton Van Dalsem, 
Lydia A. Broadbent, 
Mrs. L. E. Riegal, 
E. H. Potter, 
Myerla Tugendreich. 

OshkosJi. 

L. P. Whitcomb, 
N. C. Shraa, 
Edith Scott, 
Harriet Russell, 
Edmund Harrington, 
Willis McDonald, 
W. E. Clark, 
Harry Ostertag, 
W. L. Thompson, 
W., H. Leaman, 
Avis Merrill, 
Etta Barnes, 
D. H. Wright, 
I. H. Kircher, 
Geo. Savage, 
Jennie Oxholm, 
Julia MacNichol, 
Susie MacDonal'd, 
C. V. Nevins, 
C. I. Yule, 



Sarah Gueber, 
Rose Treat, 
Josephine Nolte. 

Racine. 

A. R. Graham, 

S. D. Hendershott, 

Elizabeth Fratt, 

Jane MacDonald, 

Mrs. Clara B. Whittaker, 

Eunice Osborne, 

Mary Moyle, 

D. A. Shepard, 

Nettie Small, 

W. P. Hood, 

Mabel Watson. 

Geo. Krenzke, 

H. Pattie, 

Harriet Mason, 

Isabel Mertle, 

Nelle Johnson, 

Elizabeth Hood, 

T. S. Rees, 

A. Peterson, 

H. C. Denny, 

Mae Bumby, 

Sarah Marshall, 

Kathryn Gilday, 

Minnie Tesch, 

Mabel Wilton, - 

H. C. Kilburn, 

F. R. Clark. 

Sheboygan. 

Leonard R. Evans, 
Edith H. Conner, 
Florence Horn, 
Mildred Kenzel, 
Geo. Rietow, 
Milford G. Fox, 
Gerhard Zimmerman, 
Mrs. Charles Board, 
Jessie L. Wright, 
Minnie Gruebner, 
Claude G. Streeper, 
F. W. Broer, 
Nellie D. Ramaker, 
Margaret P. Dynes, 
Myrtle D. Mayo, 
J. C. Springman. 

South Milioaukee. 
Wm. B. Bolles, 
Hazel M. Heyer. 

Superior. 

Paul B. Clemens, 
W. L. easier, 
Eula Dewey, 
Ella Dewey, 



504 



Outlines of Lessons 



Jane Rehnstrand, 

J. H. Jorden, 

A. T. Ritzman, 

J. Adams, 

Kate M. Bartley, 

A. E. Ortquist, 

Mary Alice Nadler, 

John G. McBride, 

Agnes Currie, 

Jessie Davis, 

Louise Martin, 

M. MacRae, 

L. K. Wornstaff, 

Frank Gore, 

R. O. Gould, 

E. H. Williamson, 

Elizabeth Allen, 

Ethel Adams, 

Elizabeth R. McCormiek. 

Two Rivers. 

Grace K. Wright, 
Gleason Scovil, 
Agnes Hansen, 
Hubert Wentorf, 
Esther Kaufman, 
Salome Rehrauer, 
Edith Constine, 
Lydia Schaper, 
Evalyn Hall. 



Wausau. 

LeRoy Schaeffer, 
Hanna S. Brunstad, 
Louise Bates, 
Beth Bailey, 
Bernice MarhofE, 
Lucille Hebard, 
May Wilson, 
Sarah Miller, 
Gertrude McGuire, 
Geo. K. A. Thields, 
Chas. O. Chromaster, 
Karl Kraatz, 
Estelle Richards, 
Alice Brown, 
Mary McCarty. 

West Allis. 

f Joseph Bayley, 
G. A. German, 
E. C. Assman, 
Wm. T. Buboltz, 
M. A. Torphy, 
Ray Anderson, 
H. E. Welbourne, 
Lucy S. Bristol, 
Ina Gerritt, 
Elsie Hemmann, 
Jeannette Antram, 
Martina Brozier. 



Institute of Teachers 505 



SUMMARY OF ANNUAL REPORTS — 1913-1914. 



Evening 


Total 


7o 


143 


$171.00 


$1,425. 4b 


85 . 50 


712.73 



Appleton. 

Industrial Continuation Evening Total 

Attendance 87 196 97 290 

Disbursements $5,766.38 $4,060.00 $1,018.00 $10,844.39 

State aid 2,883.19 2,030.00 509.00 5,422.19 

Popluation, 1910, 16,773. One person in 58 of the population 
attended. Assessed valuation July 1, 1914, $14,048,915. Dis- 
bursements were .000772 of the valuation. General per capita 
cost, $39.37. 



Beaver Dam. 

Industrial 

Attendance 70 

Disbursements $1 , 254 . 40 

State aid 627 . 23 

Population, 1910, 6,758. One person in 47 of the population at- 
tended. Assessed valuation July 1, 1914, $3,848,242. Disburse- 
ments were .000371 of valuation. General per capita cost, $9.97. 



Beloit. 

Industrial Continuation Evening ■ Total 

Attendance 63 67 427 553 

Disbursements $4,560.42 $2,631.94 $3,533.06 $10,725.42 

State aid 2,280.21 1,315.97 1,766.53 5,362.71 

Population, 1910, 15,125. One person in 27 of the population 
attended. Assessed valuation, July 1, 1914, $13,422,607. Dis- 
bursements were .0008 07 of the valuation. General per capita cost, 

$24.80. 



Cliippewa Falls. 

Continuation Commercial 

Attendance 20 22 

Disbursements . $727 .50 $1 , 148 . 00 

State aid 363 . 75 574 . 00 

Population, 1910, 8,8 93. One person in 68 of the population at- 
tended. Assessed valuation, July 1, 1914, $6,196,526. Disburse- 
ments were .000425 of valuation. General per capita cost, $20.26. 



Evening 


Total 


88 


1.30 


i!758 . 74 


$2,634.24 


379 . 37 


1,317.12 



506 Outlines of Lessons 



Cudahy. 

Continuation Evening Total 

Attendance 108 63 171 

Disbursements $1,816.56 $249.00 $2,065.56 

State aid 908.28 124.50 1,032.78 

Population, 1910, 5,000. One person in 39 of the population at- 
tended. Assessed valuation, July 1, 1914, $4,023,387. Disburse- 
ments were .000513 of valuation. General per capita cost, $12.08. 



Eau Claire. 

Industrial Continuation Evening Total 

Attendance 96 24 87 207 

Disbursements $4,819.45 $1(878.58 $884.00 $7,582.03 

State Aid 2,409.73 939.29 442.00 3,791.02 

Population 1910, 18,310. One person in 90 of the population attended. 

Assessed valuation July 1, 1914, $10,247,674. Disbursements were 
.000740 of the valuation. General per capita cost, $36.63. 







Fond du Lac. 




- — 


Industrial 


Continuation Evening 


Commercial Total 


Attendance . . . 


82 


203 623 


26 744 


Disbursements . 


$975.49 


$4,103.70 $2,319.92 


$778.23 $8,177.34 


State aid 


487.75 


2,051.85 1,159.96 


389.12 4,088.67 



Population, 1910, 18,797. One person in 25 of the population 
attended. Assessed valuation, July 1, 1914, $12,508,335. Dis- 
bursements were .000653 of valuation. General per capita cost, 
$9.81. 

Green Bay. 

Industrial Continuation Evening Total 

Attendance 60 151 309 520 

Disbursements $500.00 $3,040.00 $2,106.08 $5,646.08 

State aid 250.00 1,520.00 1,053.04 2,823.04 

Population, 1910, 25,286. One person in 48 of the population 
attended. Assessed valuation, July 1, 1914, $16,879,718. Dis- 
bursements were .000335 of valuation. General per capita cost, 

$10.77. 



Janesville. 

Continuation Evening Total 

Attendance 88 533 621 

Disbursements $4,026.00 $3,379.44 $7,405.44 

State aid 2,013.00 1,698.72 3,702.72 

Population, 1910, 13,894. One person in 22 of the population 
attended. Assessed valuation, July 1, 1914, $15,312,629. Dis- 
bursements were .000484 of valuation. General per capita cost, 
$11.92. 



Institute of Teachers 



507 



Kenosha. 

Industrial Continuation Evening Total 

Attendance 57 347 614 I.OIS 

Disbursements $3,379.53 $5,997.40 $5,998.60 $15,375.53 

State Aid 1,689.77 2,998.70 2,999.30 7,687.17 

Population, 1910, 21,371. One person in 21 of the population 
attended. Assessed valuation, July 1, 1914, $26,063,615. Dis- 
bursements were .00059 of the valuation. General per capita 
cost, $15.10. 



Lia Crosse. 

Industrial Continuation Evening Total 

Attendance 23 217 705 945 

Disbursements $273.25 $2,508.05 $3,601.87 $0,443.17 

State aid 136.65 1,284.02 1,800.93 3,221.57 

Population, 1910, 30,417. One person in 32 of the population 
attended. Assessed valuation, July 1, 1914, $21,210,678. Dis- 
bursements were .000304 of valuation. General per capita cost, 
$6.82. 







Madison. 




Industrial 


Continuation C 


Attendance . . . 


92 


102 


Disbursements . 


$500.00 


$5,735.30 


State aid 


250.00 


2,867.65 



Commercial Evening Total 

20 994 1.218 

$505-. 94 $6,000.00 $12,741.24 

252.97 3,000.00 6,370.62 

Population, 1910, 25,531. One person in 21 of the population 
attended. Assessed valuation, July 1, 1914, $47,267,691. Dis- 
bursements were .000269 of valuation. General per capita cost, 

$10.54. 



Menasha. 

Continuation Commercial Evening Total 

Attendance 143 7 55 205 

Disbursements $2,763.77 $250.00 $1,140.50 $4,154.27 

State aid 1,381.89 125.00 570.25 2,077.14 

Population, 1910, 6,081. One person in 80 of the population 
attended. Assessed valuation, July 1, 1914, $2,914,080. Disburse- 
ments were .001425 of valuation. General per capita cost, $20.26. 



Menomon'ie. 

Evening Total 

Attendance 136 136 

Disbursements $987.50 $987.50 

State Aid . 493.75 493.75 

Population 1910, 5,036. One person in 38 of the population attended. 
Assessed valuation July 1, 1914, $3,114,238. Disbursements were .000317 
of the valuation. General per capita cost, $7.26. 



508 



(Outlines of Lessons 



Marinette. 

Evening Total 

Attendance 273 273 

Disbursements $1 . 394 .13 $1 , 394 . 13 

State Aid 697.07 697.07 

Population, 1910, 14,610. One person in 54 of the population attended. 

Assessed valuation, July 1, 1914, $8,486,668. Disbursements, .000164 of 
the valuation. General per capita cost, $5.62. 



Manitowoc. 

Continuation Evening Total 

Attendance 200 372 572 

Disbursements .'(;l,990.46 $1,690.82 $3,681.28 

State aid 995.23 845.42 1,840.65 

Population, 1910, 13,027. One person in 24 of the popu.lation 
attended. Assessed valuation, July 1, 1914, $12,062,402. Dis- 
bursements were .000305 of valuation. General per capita cost, 
$6.43. 

Marshfield. 

— Evening Total 

Attendance 53 53 

Disbursements $383 . 65 $383 . 65 

State aid : 191.83 191.83 

Population, 1910, 5,783. One person in 109 of the population 
attended. A&sessed valuation, July 1, 1914, $3,611,460. Dis- 
bursements were .090106 of valuation. General per capita cost, 

$7.24. 

Milwaukee. 

Industrial Continuation Evening ,' Total 

Attendance 427 5,824 5,535 11,786 

Disbursements $24,334.86 $66,183.70 $28,252.54 $118,771.10 

State aid 3,000.00 3,000.00 3,000.00 9,000.00 

Population, 1910, 373,857. One person in 28 of the population 
attended. Assessed valuation July 1, 1914, $486,424,005. Dis- 
bursements were .000244 of the valuation. General per capita 
cost, $9.00. 



Neenah. 

Industrial Continuation Evening Total 

Attendance 5 ^ 65 ' . 148 218 

Disbursements $550.86 $801 . 00 $1 , 148 . 12 $2 , 505 . 98 

State aid 278.43 400.50 .574.06 1,252.59 

Population, 1910, 5,374. One person in 25 of the population 
attended. Assessed valuation, July 1, 1914, $4,730,445. Dis- 
bursements were .00 053 2 of valuation. General per capita cost, 
$13.69. 



Institute of Teachers 



509 



Oshkosh. 

Industrial Continuation Evening Total 

Attendance 39 417 359 815 

Disbursements $768.40 $5,046.90 $1,445.00 $7,260.30 

State Aid 384.20 2,523.45 722.50 3,630.15 

Population, 1910, 33,062. One person in 40 of the population attended. 
Assessed valuation, July 1, 1914, $29,803,774. Disbursements were 
.000243 of the valuation. General per capita cost, $8.91. 

Racine. 

Industrial Continuation Evening Total 

Attendance 85 498 701 1.2S4 

Disbursements $5,184.29 $7,767.84 $6,888.09 $19,840.82 

State aid 2,592.15 3,000.00 3,000.00 8,592.15 

Population, 1910, 38,002. One person in 30 of the population 
attended. Assessed valuation July 1, 1914, $50,986,553. Dis- 
bursements were .00039 of the valuation. General per capita 
<:ost, $15.45. 

Sheboygan. 

Industrial Continuation Evening Total 

Attendance 66 627 343 1,036 

Disbursements $2,237.34 $6,008.28 $871.32 $9,116.94 

State aid 1,118.67 3,000.00 435.66 4,554.33 

Population, 1910, 26,398. One person in 25 of the population 
attended. A&sessed valuation, July 1, 1914, $17,672,732. Dis- 
bursements were .000516 of valuation. General per capita cost, 

$8.80. 

South Alilwankee.' 

Industrial Continuation Total 

Attendance 11 106 117 

Disbursements $180.00 $1,210.18 $1,390.18 

State aid : 90 . 00 605 . 09 695 . 09 

Population, 1910, 6,092. One person in 52 of the population 
attended. Assessed valuation, July 1, 1914, $4,563,690. Dis- 
bursements were .000304 of valuation. General per capita cost, 
$11.88. 

Siiperioi'. 



Commercial Evening Total 

91 843 1,019 

$1,498.50 $6,000.00 $12,231.80 

749.25 3,000.00 6,115.90 



Industrial Continuation 

Attendance 10 75 

Disbursements .. $301.15 $4,432.15 

State aid 150.58 2,216.08 

Population, 1910, 40,384. One person in 68. of the population 
attended. Assessed valuation July 1, 1914, $33,129,104. Disburse- 
ments were .000369 of the valuation. General per capita cost, 
$11.03, 



510 • Outlines of Lessons 



Two Rivers. 

Industrial Continuation Evening Total 

Attendance 29 .99 ' 104 232 

Disbursements $646 .72 $6S6 . 82 $1 , 241 .28 $2 , 574 . 82 

State aid 323.36 343.41 620.64 1,287.41 

Population, 1910, 4,850. One person in 21 of the population at- 
tended. Assessed valuation July 1, 1914, $4,080,695. Disburse- 
ments were .000631 of the valuation. General per capita cost, 
$11.10. 



Wausau. 

Industrial Continuation Evening Total 

Attendance 8 143 419 570 

Disbursements $528.68 $5,988.84 $1,496.94 $8,014.46 

State aid 264.34 2,994.42 748.47 4,007.23 

Population, 1910, 16,560, . One person in 29 of the population 
attended. Assessed valuation, July 1, 1914, $9,659,854. Dis- 
bursements were .0008 29 of valuation. General per capita cost, 
$11.30. 



West Allis. 

Industrial Continuation Evening Total 

Attendance 37 100 322 459 

Disbursements $1,963.01 $2,826.82 $2,939.00 $7,728.83 

State aid 981.51 1,413.41 1,469.50 3,864.42 

Population, 1910, 6,645. One person in 15 of the population 
attended. Assessed valuation, July 1, 1914, $10,592,306. Dis- 
bursements were .000730 of valuation. General per capita cost, 
$16.83. 



Institute of Teachers 511 



LOCATION OP SCHOOLS. 

The law of 1911 provided that there may be established 30 schools. 
In August 1913, 26 schools were established as follows: 

Beaver Dam 1, Beloit 1, Chippewa Falls 1, Eau Claire 1, Fond du Lac 

1, Green Bay 1, Janesville 1, Kenosha 1, La Crosse 1, Madison 1, Mani- 
towoc 1, Marinette 1, Milwaukee 3, Oshkosh 1, Racine 2, Sheboygan 2, 
South Milwaukee 1, Superior 2, Two Rivers 1, Wausau 1, West AUis 1, — • 
a t9tal of 26. 

The legislature of 1913, while it increased the appropriation to 
$150,000, it increased the number of schools from 30 to 45. The 26 
schools located remain fixed unless the quality of their work is ques- 
tioned. Taking 26 schools from 45 schools leaves 19 schools to be lo- 
cated. It is recommended that these 19 schools be located at the fol- 
lowing cities: 

Appleton 2, Beloit 1, Cudahy 1, Eau Claire 1, Fond du Lac 1, Grand 
Rapids 1, Janesville 1, Kenosha 2, Madison 1, Marshfield 1, Menasha 1, 
Menomonie 1, Neenah 1, Oshkosh 1, Stevens Point 1, Wausau 1, West 
Allis 1, — a total of 19. This locates all of the schools authorized under 
the law. 

The schools located in 1913 and the schools recommended to be lo- 
cated in 1914 make the total at each city as follows: 

Appleton 2, Beaver Dam 1, Beloit 2, Chippewa Falls 1, Cudahy 1, Eau 
Claire 2, Fond du Lac 2, Grand Rapids 1, Green Bay 1, Janesville 2, 
Kenosha 3, La Crosse 1, Madison 2, Manitowoc 1, Marinette 1, Marsh- 
field 1, Menasha, 1, Menomonie 1, Milwaukee 3, Neenah 1, Oshkosh 2, 
Racine 2, Sheboygan 2, South Milwaukee 1, Stevens Point 1, Superior 

2, Two Rivers 1, Wausau 2, West Allis 2,— a total of 45. 

This distribution leaves the following needs for schools unprovided: 
Green Bay 2, La Crosse 2, Madison 2, Milwaukee 1, Racine 2, Superior 
2, Antigo 1, Oshkosh 2, Baraboo 1, Merrill 1, Oconto 1, Portage 1, 
Rhinelander 1, Watertown 1, Waukesha 1, Stgughton 1,— a total of 22. 



512 



Outlines of Lessons 



RELATION OF DISBURSEMENTS TO ASSESSED VALUATION. 



1. Menasha 

2. Wausau 

3. Belcit 

4. Appleton 

5. Eau Claire 

G. West Allis 

7. Fond du Lac . .. 

S. Two Rivers 

9. Kenosha 

10. Neenali 

11. Slieboygan 

12. Cudahy 

13. Janesville 

ll. CliippeAva Falls . 

15. Racine 

16. Beaver Dam 

17. Superior 

18. Green Bay 

19. Menomonie 

20. Manitowoc 

21. South Milwaukee 

22. La Crosse 

23. Madison 

24. Milwaukee 

25. Oshkosh 

26. Marinette 

27. Marshflcld 



Assessed 
valuation. 



$2 

9 
13 
14 
10 
10 
12 

4 
26 

4 
17 

4 
15 

6 
50 

33 
16 

3, 
12 

4 
21 
47 
486 
29 



,914,080 
.659,854 
,422,607 
,048,915 
,-247,674 
,592,306 
,508,335 
,080,695 
,063,615 
,730,445 
,672,732 
,023,387 
,312,629 
,196,526 
,986,553 
,848,242 
,129,104 
,879,718 
,114,238 
,062,402 
,563,690 
,210,678 
,268,691 
,424,005 
803,774 
,486,668 
,611,460 



Disbursements, 



$4,154 27 
8,014 46 

11,724 92 
8,855 39 
7,582 03 
7,728 83 
8,177 34 
2,574 81 

15,375 53 
2,505 99 
8,979 79 
2,065 56 
7,405 44 
2,634 24 

19,840 82 
1,425 47 

12,231 SO 
5,646 08 
987 50 
4,450 58 
1,390 18 
6,443 17 

12,741 24 

118,771 10 

7,260 .30 

1,394 13 

383 65 



Rate. 



.001425 
.CO0.S29 
.000807 
.003772 
.000740 
.000730 
.000653 
.0006.31 
.000590 
.000532 
.000516 
.000513 
.000484 
.000425 
.000390 
.000371 
.000369 
.000335 
.000317 
.000305 
.000304 
.000304 
.003269 
.000244 
.000243 
.000164 
.000106 



Institute of Teachers 



513 



GENERAL COST PER CAPITA, BASED ON WHOLE ENROLLMENT. 



1. Appleton 

2. Eau Claire 

3. Beloit 

4. Chippewa Palls . 

5. Menasha 

6. West Allis 

7. Racine 

8. Kenosha 

9. Neenah 

10. Cudahy 

11. Janesville ; 

12. South Milwaukee 

13. Wausau 

14. Two Rivers . . . . . 



$37 39 
36 63 
24 80 
20 26 
20 26 
16 83 
15 45 
15 10 
13 69 
12 08 
11 92 
11 88 
11 30 
11 10 



15. Superior 

16. Green Bay . . 

17. Madison 

18. Beaver Dam 

19. Fond du Lac 

20. Milwaukee . . . 
2L Oshkosh 

22. Sheboygan .. 

23. Menomonie .. 

24. Marshfield ... 

25. La Crosse ... 

26. Manitowoc . . 

27. Marinette . . . 



11 02 
10 77- 
10 54 
9 97 
9 81 
9 OOr 
8 91 
8 80 
7 26 
7 24 
682 
6 43 
5 62 



33— B. I. E. 



5Mi 



Outlines of Lessons 



RELATION OP ATTENDANCE TO POPULATION. 



1. West AUis 

2. Kenosha 

9. Two Rivers 

4. Madison 

5. Janesville 

6. Maniitowoc 

■ T. Eorid du Lac 

8. Neenah 

9. Sheboygan 

10. Beloit 

11. Milwaukee 

12. Wausau , 

13. Menasha 

14. Racine 

15. La Orosse 

16. Menomonie 

17. Oudahy 

18'. Oshifosh 

19. Superior 

20. Beaver Dam 

21. Green Bay 

22. South Milwaukee 

23. Marinette 

24. Appleton 

25. Chippewa Palls 

26. Eau Claire 

27. Marshfleld 

Totals and average. 



Attendance. 



458 

1,018 
232 

1,208 
621 
57i 
934 
243 

1,036 

557 

13,216 

570 

205 

1,284 
945 
136 

m 

815 
1,019 
143 
551 
117 
27S 
290 
130 
207 
63 



Population. 



One in. 



27,004 



6,645 
21,371 

4,850 
25,531 
13,894 
13,027 
18,797 

■5,374 
26,398 
15,125 
373,857 
16,560 

6,081 
38,002 
30,417 

5,036 

5,000 
33,062 
40,384 

6,758 
25,286 

6,092 
14,610 
16,773 

8,893 
18,310 

5,783 



15 
21 
21 
21 
22 
23 
25 
25 
95 
27 
28 
29 
30 
30 
32 
38 
39 
40 
40 
47 
48 
52 
54 
58 
68 
90 
109 



801,916 



Institute of Teachers 



515 



GENERAL RANK OF CITIES. 
(This- does not mean quality of instruction in schools.) 



West Allis 

Beloit 

Menasha' 

Kenosha 

Two Rivers 

Wausau 

Neenah 

Janes ville 

Appleton 

Eau Claire 

Fond du Lac . . 

Racine 

Oudahy 

Sheboygkn 

Chippewa FaUs 

Madison 

Superior 

Manitowoc 

Beaver Dam . . . 

Milwaukee 

Green Bay 

South Milwaukee 

Menomotiie 

La Crosse 

Oshkosh 

Marinette 

Marshfleld 



General 

attendance 

rank. 



1 

10 
13 

2 

3 
12 

8 

5 
24 
26 

7 
14 
17 

9 
25 

4 
19 

6 
20 
11 
21 
22 
16 
15 
18 
23 
27 



Tax 
levy 
rank. 



2 

10 
.13 

4 

5 

7 
15 

n 
11 

14 

23 

17 

20. 

16 

24 

18 

21 

19 

22 

25 

26 

27 



Per 
capita 
rank. 



3 

5 

8 

13 

12 

9 

11 

1 

2 

19 
7 
10 
22 
4 
17 
14 
26 
18 
20 
16 
15 
23 
25 
21 
27 
24 



Total 
of 

these. 



13 
16 
19 
19 
24 
26 
27 
29 
29 
33 
33 
36 
39 
42 
43 
44 
50 
52 
54 
55 
55 
58 
58 
62 
64 
76 
78 



General 
final 
rank. 



10 

11 

12. 

13 

14 

15 

16 

17 

18' 

19 

20 

21 

22 

23 

24 

25 

26 

2r- 



)16 



Outlines op Lessons 



STATE AIDS AND LOCATION OF SCHOOLS. 



Appleton 

Beaver Dam 

Beloit .....; 

Chippewa Falls . . 

Cudahy 

Eau Claire 

Fond du Lac 

Grand Rapids ... 

Green Bay . . 

Janesville 

Kenosha 

La Crosse 

Madison 

Manitowoc 

Marinette 

Marshfleld 

Menasha 

Menomonie 

Milwaukee 

Neenah 

Oshkosh :. 

Racine 

Sheboygan 

South Milwaukee 
Stevens Point ... 

Superior 

Two Rivers ..... 

Wausau 

West Allis 

Total 



State Aid. 



$5,422 19 

712 73 

5,362 71 

1,317 12 

1,032 78 

3,791 02 

4,088 67 

No money 

2,823 04 

3,702 72 

7,687 77 

3,221 58 

6,370 62 

1,840 64 

697 07 

191 83 

2,077 14 

493 75 

9,000 00 

1,252 99 

3,630 15 

8,592 15 

4,554 33 

695 09 

No money 

6,115 90 

1,287 *1 

4,007 23 

3,864 42 



Schools. 



$93,833 05 



45* 



* This is the total number of schools authorized by the law of 1913. 



I 



LIBRARY OF CONGRESS 



019 738 282 A 



